社区教育与社区学院建设的若干思考

我国社区教育正由大城市向县级城市及其农村延伸。在社区教育发展过程中,对社区教育的内涵和功能特点,社区学院的办学职能等尚有不同的认识。文章总结归纳了社区教育的四个功能特点,对基层干部群众提出的发展社区教育的一些模糊、片面认识,以及对社区学院的办学职能提出了一些看法,同时,对以基层电大为基础创办社区学院提出了若干对策建议。     

Linking a community of learners with a community of scholars

Florida International University, a new upper level public university established in 1972, implemented a philosophical and programmatic objective of service to the community and fostering international understanding through the education of students. The University's primary clientele is composed of adult graduates of community colleges and older continuing education adults who are self-supporting. The changing student population demanded non-traditional methods for the delivery of the educational services. An External Degree mechanism was developed to deliver the educational services to the adult learner. The impact of this community of learners determined the values and assumptions of the External Degree Program. The adult role became a key factor in the development of the University. This role was manifested in programs as well as in administration of the University and it caused changes in the roles of the learners and the scholars in putting major emphasis on processes related to assessment of prior learning and development of an educational contract. The community of students helped define new roles for the community of scholars, especially the faculty adviser, content consultants, and adjunct professors. The major educational process that developed from this linking of the community of learners and a community of scholars was the educational contract. The challenge that faces this linkage is the development of and the support for quality standards that determine the learning outcome and are embodied in the learning contract process.

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Zusammenfassung Die Internationale Universität von Florida, eine neuere Universität, die 1972 gegründet wurde, hat die philosophische und programmatische Absicht in die Tat umgesetzt, den Dienst an der Gemeinschaft und die internationale Verständigung durch die Erziehung von Studenten zu fördern. Die hauptsächliche Zielgruppe der Universität sind erwachsene Absolventen von community-colleges und ältre, Erwachsene, die sich weiterbilden und das Studium selbst bezahlen. Die sich verändernde Studentenschaft verlangte auch nach untraditioneller Darbietung der Bildungsdienste. Ein Mechanismus wurde geschaffen, der über einen Externen Grad die Bildungsdienste an den erwachsenen Lernenden weitergeben sollte. Der Einfluss dieser Gemeinschaft von Lernenden bestimmte auch das Wertsystem und die allgemeinen Grundlagen des Externen Grad-Programms. Die Erwachsenenrolle wurde zum Schlüsselfaktor in der Entwicklung der Universität. Dies zeigte sich sowohl in den Programmen als auch in der Verwaltung der Universität, und führte zu Veränderungen sowohl in der der Lernenden als auch der Lehrenden durch die Betonung von Prozessen, die sich auf die Beurteilung bereits vorhandenen Wissens und die Entwicklung eines Bildungsvertrages. Die Gemeinschaft der Studenten half mit in der Definition neuer Rollen für die Gemeinschaft der Forschenden und Lehrenden, insbesondere für die Berater der Studenten, die Curriculumberater, und Professoren. Der hauptsächliche Bildungsprozess, der sich aus dieser Gemeinschaft von Lernenden und Lehrenden entwickelte, war der Bildungsvertrag. Der Test, den diese Verbindung noch bestehen muss, ist die Entwicklung und Unterstützung von Qualitätsansprüchen, die ihrerseits die Resultate bestimmen, und in den Bildungsvertrag mit eingeschlossen sind.

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Résumé L'Université Internationale de la Floride, une nouvelle université publique d'un niveau supérieur établie en 1972, a mis en oeuvre un objectif philosophique et programmatique de service vis-à-vis de la communauté et encourageant la compréhension internationale par l'éducation des étudiants. La clientèle principale de l'Université se compose d'adultes diplômés dans les collèges de la communauté et d'adultes plus âgés poursuivant leur éducation à leurs propres frais. Le changement dans la population qui étudie a exigé des méthodes non-traditionnelles pour la mise à disposition de services pédagogiques. Un mécanisme de Grade Externe a été élaboré pour mettre les services pédagogiques à la disposition de l'adulte qui apprend. L'influence de cette communauté de ceux qui apprennent a déterminé les valeurs et les présomptions du programme du Grade Externe. Le rôle de l'adulte est devenu un facteur clé dans le développement de l'Université. Ce rôle s'est manifesté dans des programmes ainsi que dans l'administration de l'Université et a causé des changements dans les rôles de ceux qui apprennent et des écoliers, en posant une accentuation majeure sur les processus ayant trait à l'évaluation de l'apprentissage précédent et du développement d'un contrat éducatif. La communauté des étudiants a aidé à définir les nouveaux rôles pour la communauté des écoliers, en particulier pour le conseiller de la faculté, les conseillers concernant le contenu et les professeurs adjoints. Le processus principal éducatif qui s'est développé à la suite de cette liaison de la communauté de ceux qui apprennent et d'une communauté d'écoliers a été le contrat prédagogique. Le défi, auquel fait face cette liaison, est le développement de et le soutien de degrés de qualité qui déterminent le résultat de l'apprentissage et qui sont incorporés dans le processus de contrat d'apprentissage.

     

天津社区性职业教育集团与城市社区教育

本文主要论述了天津城市职业学院职教集团在推进城市社区教育工程的作用及其发展前景。     

Learning and community

‘Learning’ recently entered the vocabulary of politicians and business leaders, as they began to articulate policy reforms related to the knowledge economy. The Australian Council of Deans of Education has also entered the debate for economic and educational reform by arguing for ‘New Learning’. Contemporary theorists have begun to frame research on learning in terms of community concepts and processes, such as acculturation and appropriation. In this paper I explore these intersecting discourses regarding learning and community, arguing that different models of learning are privileged at different times because they fit with the economic and social conditions of the era. In reflecting on the current prominence of the sociocultural model of learning that brought ‘community’ to the fore, and my own endorsement of this community model of learning, I propose that as learning researchers we are required to remain critically aware of our normative judgements and articulate the kinds of learning and communities that we endorse.     

Thriving in community

In the final part of this series on student thriving, Laurie Schreiner describes how students who thrive turn outward and engage with the world through healthy interpersonal relationships and service to their communities.     

Cultivating community: detailing school and community engagement under complex conditions

This article reveals the nature of actions, discussions and relationships which helped forge school-community partnerships for engaged student learning and wider community participation for students and families living under difficult socio-economic circumstances. Specifically, the article draws upon interviews with key personnel and staff involved in the establishment and enactment of a ‘Community Partnerships’ programme to help improve the opportunities for students attending a primary school serving a low socio-economic urban community in south-east Queensland, Australia. Drawing upon the notion of educational practice as a product of ongoing interactions between particular actions (doings), discussions (sayings) and relationships (relatings), which both constitute and are responsive to particular conditions or ‘architectures’ for practice, the article reveals how the conceptualisation, establishment and consolidation of the community partnerships programme was dependent upon specific ‘relatings’ between key district and school personnel, the actions/‘doings’ of these personnel and ongoing ‘sayings’/dialogue about their work. Collectively, these ‘doings’, ‘sayings’ and ‘relatings’ all helped to stimulate new conditions – ‘practice architectures’ – for improved opportunities for students and their families. Teacher education informed by such theorising of community partnerships as the product of specific actions, dialogue and relationship-building is vital for developing improved understandings of such interactions and partnerships over time.     

国外社区教育对我国学习型社区建设的启示

社区教育是建设学习型社区的主要途径。文章深入分析了国外社区教育的成功经验,提出我国建设学习型社区应采取加强立法、拓宽资金渠道、建立人才保障制度、充分利用社区公共资源、加强社区学院建设等来推动社区教育的策略。     

Aging & community health: a university–community partnership project

The purpose of this paper is to discuss how university–community partnerships can be utilized to provide affordable and accessible health care for the elderly at community health clinics. A review of community health clinics, usage data from 2013 to 2014 by a sample of aging individuals will be described along with faculty perspectives about the usefulness of the university partnership and suggestions for improving future partnerships. Recommendations for future university–community partnerships are discussed.     

Natural hazard preparedness in an Auckland community: child and community perceptions

Community engagement in natural hazard preparedness is crucial to ensure sustainable initiatives. Children are important members of communities, and can actively contribute to community preparedness. This article presents research undertaken with 11- to 12-year-old students from a school in Auckland, New Zealand, and leaders associated with the school community regarding their perceptions of the role of schools, communities and children in natural hazard preparedness. The findings show that the students believe they can be effective in promoting preparedness in their school, homes and community, and act as leaders in this capacity. Community leaders stated that preparedness actions should be culturally relevant, community initiated and owned and inclusive of child perspectives. From the combined perspectives of students and community leaders, this work concludes that emergency management must engage in culturally responsive ways with Māori and Pacific communities to enable community preparedness initiatives that are tailored to the cultural values and practices of communities most at risk from natural hazards. Further, it concludes that children have an important voice in community preparedness, which could be encouraged through school and community initiatives.     

From learning community to community learning: pedagogy,technology and interactivity

The authors of this article discuss three pedagogical approaches, learning community, community of practice and community learning, and analyse their significance for knowledge acquisition and construction in higher education. The authors also explore the roles of technology in creating adequate environments for educators to implement teaching practices supported by these approaches and explain, through an illustrative course example, how technology and teaching methods can be used together to promote interaction among learners and help them achieve course goals.

De la communauté apprenante à l’apprentissage communautaire: la pédagogie’la technologie et l’interactivité

Les auteurs de cet article examinent trois approches pédagogiques:la communauté apprenante, la communauté de pratique et l’apprentissage communautaire et analysent leur signification pour l’acquisition et la construction des connaissances dans l’enseignement supérieur. Les auteurs étudient aussi le rôle de la technologie pour créer les environnements adéquats permettant aux éducateurs de mettre en place des pratiques d’enseignement reposant sur ces approches et ils expliquent au moyen d’un exemple de cours significatif,comment la technologie et les méthodes d’enseignement peuvent être utilisées ensemble pour favoriser l’interaction chez les apprenants et les aider à atteindre les objectifs du cours.

Von der lernenden Gemeinde zum gemeinsamen Lernen: Pädagogik, Technik und Interaktivität

Die Autoren dieses Artikels erörtern drei pädagogische Ansätze: Lerngemeinschaft, Übungsgemeinschaft und lernende Gemeinschaft. Sie analysieren ihre Bedeutung für Wissenserwerb und Aufbau einer höheren Ausbildung. Die Autoren erklären außerdem die Rolle der Technik beim Schaffen von adäquaten Umgebungen für Pädagogen, damit diese von diesen Ansätzen unterstützte Lehrübungen durchführen und durch ein illustratives Kursbeispiel erklären, wie Technologie und Lehrmethoden zusammen verwendet werden können, um Interaktion unter Lernern zu fördern und ihnen zu helfen, Kursziele zu erreichen.     

Youth and community service

We discuss findings and issues regarding community service by youth in the United States, for example: Is school-based required service as effective as voluntary service, and if increasing numbers of youth are doing service, why has political engagement not increased? We next present a theory proposing that certain kinds of service can contribute to the development of social identity. Such service would be challenging, bring youth into direct contact with the strange “other,” and engage youth with organizations which represent moral and political traditions. We conclude with speculations on ways community service might benefit identity development in German youth and help to resolve tensions in contemporary German society.     

试论社区矫正的本土化

社区矫正制度代表着罪犯处遇的未来方向,已被世界各国广泛使用。其理论根基源于刑法谦抑性思想、行刑社会化理念。就我国现状而言,我国社会理念载体、法律载体和物质载体为社区矫正的本土化提供了现实可能。建议通过完善社区刑罚的刑事立法,整合现有基层司法资源,完善矫正机构职能分工,来完善社区矫正制度,保障和促进社区矫正在我国的发展。     

对学习化社区的理性认识

本文从对概念的考察入手，将学习化社会、终身教育思想融入理性认识过程，以笔记的形式发表了作者对当前学习化社区建设的个人感想，强调了全民教育是成人教育(包括社区教育)的实践始点。