Dialogic practice in primary schools: how primary head teachers plan to embed philosophy for children into the whole school

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenges for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the ways in which different head teachers go about planning change n their schools as well as differences. The results provide insight into the role of initial continuing professional development (CPD) in school development and the processes by which individual heads plan to embed change in practice across the whole school.     

Reconceptualising academic work as professional practice: implications for academic development

Despite increasing research and scholarship in the area of academic development in recent years, it remains an under-theorised field of endeavour. The paper proposes that academic developers take a view on what constitutes academic work and see it as a form of professional practice. It discusses the features of practice theory that illuminate professional practice and identifies three foci for the application of these ideas within academic development: practice development, fostering learning-conducive work and deliberately locating activity within practice. It also suggests that academic development be viewed as a practice and points to features within its own traditions on which to build.     

实践的本体论意义的确证——对实践在马克思主义哲学中地位的思考

马克思主义哲学本体论是物质本体论 ,非传统的自然本体论 ,是以实践为基础的崭新世界观。实践在马克思主义哲学中具有本体论意义 ,对实践及其地位的探解构成马克思主义哲学最基本的内容。     

社区:幼儿重要的教育环境

社区是幼儿认识社会的桥梁和窗口。社区环境包括物质环境因素与精神环境因素，具体体现为社区机构、社区居住环境、社区化等诸方面。社区环境对幼儿既有积极教育意义也有消极影响。凸现社区环境的教育性，促进幼儿身心健康发展，需要合理配置社区教育资源，优化社区环境。     

教师哲学的理据、内涵与实践路径

教师是天然的"哲学家",哲学化是他们教育生活中不可避免的行为.传统的教师教育体系虽然也体认到这一点,但并未使教师对哲学产生浓厚的兴趣,也无法对他们的教育实践产生真实的影响,这是由于其没有充分考虑到教师学习的独特方式所致.教师哲学的诞生有助于扭转哲学在教师教育体系中的尴尬处境,并对教师的专业发展产生更加显著的作用.教师哲学是一个"三位一体"的概念,它首先是指面向教师的哲学,其次是与教师一起做哲学,最后它是基于教师自身的哲学.从国际范围来看,教师哲学的实践模式主要有三类,即支持教师撰写教学哲学陈述,构建教师哲学探究共同体以及开展"哲学家驻园(驻校)"项目.     

Swimming against the tide: a case study of an integrated social studies department

A recent trend in developed countries’ school curricula has been the transition from disciplinary to generic forms of knowledge, resulting in an emphasis on interdisciplinary organisation and more active forms of learning. Subject specialists are increasingly expected to demonstrate how their subject interconnects and equips pupils with key life skills. Such a change requires a major cultural shift and has been controversial, particularly in Scotland where Curriculum for Excellence, the latest curriculum reform, has seen this debate re-emerge. A detailed empirical case study of one secondary school Social Studies department that has already negotiated these shifts is presented. The case study provides insights into how school and department structures and cultures conducive to a more integrated approach have been developed. Leadership, increased opportunities for teachers to exercise greater autonomy in their work, sources of impetus and support for innovation, and the co-construction of meaning through dialogue are important themes in this process. This case study connects with current policy and provides an insight into strategies that other schools might employ when seeking to embed integrative practices. The department is identified as a significant locus for innovation and one which appears to challenge the norm.     

Educational equality in China: analysing educational policies for migrant children in Beijing

This paper focuses on the education of migrant children in Beijing. As of the late 1990s, the Chinese Government has developed several policies to address educational issues among migrant children. The present study analyses data from interviews with key education personnel in Beijing to explore the outcomes of the implementation of such migrant children’s education (MCE) policies and the reasons for variation from policy design. The data suggest that there is poorer equality in terms of education among migrant vs. local children than the government has reported. Migrant children are faced with numerous strict admission procedures for public schools. The Chinese Government has not prioritised educational equality, despite professing to do so. The capability and motivation of local institutions for policy implementation are less adequate than might be expected. Using Honig’s model of policy implementation, this research shows that the outcomes of the MCE policies are a product of interaction between policy design, participants and implementation context.     

现代西方哲学思潮对我国社会的影响

由于我国实行对外开放、加之中西方文化心理背景上的某些类似,以及哲学自身的原因,使得现代西方哲学思潮对我国社会产生了广泛地影响。现代西方哲学的在重视物质财富追求的同时,重视人内心世界的充实,从对人造物的追求转向对纯自然的追求,从重视量到重视质,从崇尚固定性转向崇尚灵活性、流动性的价值观,对我国以家族伦理中心主义为核心的价值观形成了巨大的冲击;现代西方哲学所包含的理性、竞争和自主精神,特别是其整体性、综合性、系统性、非线性和创造性的思维方式,对我国社会的影响更是深远而持久。从价值观和思维方式两个方面分析现代西方哲学思潮对我国社会影响,具有重大的理论和实践意义。     

Educational philosophy in China: a centennial retrospect and prospect

Educational philosophy in China during the 20^th century started with the introduction of John Dewey's educational philosophy thoughts, followed by the dissemination of Marxism thoughts of education, and initially established the framework of educational philosophy as an academic discipline. After the foundation of the People's Republic of China in 1949, especially during the 1980s, under the guidance of Marxism, the discipline of educational philosophy has been maturing. While exploring China's history of educational philosophy, this article also covers contemporary Western development. Future trends of this discipline include extending specific fields of research, increasing internationalization of research, enhancing the functions of both critique and guiding ideals of educational philosophy. Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2003, (7): 3–10     

从多元需求看流动儿童教育政策选择

伴随中国城市化和现代化发展,流动儿童教育问题越来越引人瞩目。本文从教育需求角度提出了一个审视流入地政府责任和流动儿童教育政策的理论架构。研究结果表明:流入地政府应该采取不同策略、分担不同责任以回应流动儿童多元化教育需求。有些教育需求,政府应发挥积极作用;有些教育需求,政府当有限介入。总之,流动儿童教育政策具有相当灵活性,流入地政府需结合本脉络作出自己的选择。     

重审教育理论性质:纪念保罗·赫斯特教授

上个世纪,英国学者彼得斯带动了分析的教育哲学传统,不仅影响教育哲学,也带动了教育理论的发展。其中,赫斯特扮演着重要的角色。他与奥康纳对教育理论之辩,尤为人所称道。奥康纳致力于将教育理论带往科学理论。前期,赫斯特认为教育理论是实践理论,迥异于科学理论,教育理论应该以其他学门知识的型式、领域为基础,而建构出有助于指导教育实践的原理;后期,赫斯特则更为重视隐而未现的实践意义,修正前期过于重视理性知识的立场。重审赫斯特、奥康纳之辩以及赫斯特前后期立场,将有助于我们理解教育哲学重点在于证成教育政策及开拓新的思考方式,量化研究成果在于拓展新知,质性研究则在于对实践智慧的探究。赫斯特后期念兹在兹于缄默之知等实践知识,哲学论证、量化研究、质性分析都应将之列入重要探索领域,必能有助于教育理论的精进。     

LabNet: Toward a community of practice

It is common currency that science education in America isn't working well enough. We are failing to excite the curiosity of young minds in the great questions of the physical universe. LabNet—a prototype teacher-support project developed by TERC, and funded by the National Science Foundation, is dedicated to addressing this issue. The first three year phase of LabNet began in January 1989 and ended in mid-1992. During that time, some 562 high school teachers of physics in 37 states were involved. Three interconnected threads are woven through the fabric of LabNet. The first, and most vivid, is the use of projects to enhance students' science learning. LabNet's second thread is building a community of practice among LabNet teachers. The third thread woven into LabNet is promoting the use of new technologies in science teaching and learning. The most notable use of new technology in the LabNet project is telecommunications—computer-to-computer communication via telephone lines. A dedicated network has been created and made available to all participants. As the first national network designed for high school teachers of physical science, the LabNetwork is a dynamic medium for building and sustaining a community of practice for physics teachers separated by many thousands of miles. In recommendations directed at teachers, scientists, and particularly the National Science Foundation, steps are outlined that can be taken to strengthen the community and the teaching of science in both the secondary and elementary grades.This article, printed with the permission of the publisher, is drawn from the bookLabNet: Toward a Community of Practice, edited by Richard Ruopp, Shahaf Gal, Brian Drayton, and Meghan Pfister—all LabNet staff from TERC. The book was published in November 1992 by Lawrence Erlbaum Associates.LabNet Project Director until October 1992.     

Using practical philosophy to enhance the self-regulation of children in secure accommodation

Secure accommodation provides extreme forms of control and support for a small minority of society’s most vulnerable children. Within such environments it is unclear how children exhibit or develop self-regulation when external controls affect every aspect of day-to-day life. This study provides an insight into self-regulation by examining children’s adherence to the rules associated with a practical form of philosophy, namely Community of Philosophical Inquiry (CoPI). Data was collected from a series of CoPI sessions which took place in secure accommodation and a thematic analysis was used to identify key themes emerging from participant’s rule-adherence. The findings suggest that argumentative dialogue allows children to demonstrate self-regulation in relation to the CoPI rules, although it is often sporadic and variable between individuals. Whilst encouraging argumentation and dialogue can seem counterintuitive, it might promote more adaptive behaviours, which will give children in secure accommodation greater control over their lives.     

教育研究价值取向重心的转移:从“学科本位”到“问题本位”——以《哈佛教育评论》为例

通过对1931年-2000年间发表在《哈佛教育评论》论文的统计分析,显示出教育研究的价值取向发生了由"学科本位"到"问题本位"的重心转移。以1960年为界,其之前的教育研究特别注重以教育哲学为基础的"学科本位"的研究,之后的教育研究则越来越体现出"问题本位"的研究趋势,突出地表现为对教育政策的关注。     

儿童哲学研究文献综述

30年来,儿童哲学理论研究与实践探索在我国取得了一定进展,回顾与总结前人的研究成果,借鉴其学术经验与智慧,反思其研究与探索轨迹,并进行评价与创新,对于儿童哲学教育的健康发展具有重要意义。文章主要阐释儿童哲学的文献概貌、儿童哲学的翻译介绍、儿童哲学的概念阐释、儿童哲学研究的可行性与必要性、儿童哲学的实际运用与中国化及儿童哲学的研究综论。     

班集体和教研室中的英语交际法:一项对比实践共同体的民族志研究

采用教育人类学的民族志方法,对中国大陆一所高校推行英语交际教学法改革30年的历程进行了探索。着重深描了以中国单位文化为特征的班集体和教研室如何与西方的教育理念和实践的碰撞和冲突,以及外教和普通老师在这种冲突中的体验。揭示了个体主义、平等人际关系、自由主义为特征的交际教学理念与集体主义、等级关系、保守主义为特征的传统教学法之间的矛盾。     

基于儿童哲学的幼儿园教育活动实践探索

基于儿童哲学的教育活动应具有开放性、对话性与真实性,并应追求儿童思维发展与意义建构的双重目的,让幼儿的学习成为有意义的活动。教师可以采取倾听儿童的原声音、发现儿童的哲学、进行有效提问、“物化”儿童的想法与疑惑、在一日生活中渗透儿童哲学的教育理念等策略开展基于儿童哲学的教育活动。     

20世纪上半叶中国学者对教育哲学学科建设的探索

20世纪上半叶中国教育哲学的发展经历了引进、初创和成型三个阶段。这一时期,中国学者对教育哲学的存在根据、定义、作用、学科性质、研究对象、学科体系、研究方法和中国教育哲学的发展方向等进行了探索。回顾20世纪上半叶中国教育哲学学科建设,可以发现当前中国教育哲学的发展亟待解决五个问题:能否建立一门共认的教育哲学,教育哲学与哲学的关系,教育哲学在中国的生存基础,教育哲学与中国传统教育哲学思想的关系,中国教育哲学学派的形成。     

The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for science education

The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline‐based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self‐correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented.     

从"儿童中心"到"探究群体"--李普曼儿童哲学对杜威教学理论的新发展

儿童哲学是产生于当代美国,并具有世界性影响的一门学科课程,“探究群体”,是儿童哲学的一个核心概念和重要的实施途径。本文在阐述“探究群体”基本观点的基础上,比较分析了儿童哲学与杜威教学理论的弄同,认为儿童哲学在一定程度上发展了杜威的教学理论。