Philosophical Ideas in Saussure’s Theory of Language and Halliday’ s Systemic Functional Grammar

How Halliday’s systemic functional grammar was affected by Saussure’s theory of language and what the great significance of their philosophical ideas is.The paper explains those two problems from the clue of the philosophical ideas of language.     

Vietnamese Students’ Learning Motivations for Master’s Programmes: Implications for Curriculum Development and Pedagogical Practice

Abstract

The number of students who enrol in Master’s programmes has significantly increased in recent years; however, their learning motivations have not been adequately investigated, especially those from developing countries. This article reports a two-phased study that investigated Vietnamese students’ learning motivations for attending Master’s programmes. Qualitative content analysis of 10 open-ended questionnaires as well as exploratory factor analysis of 202 survey responses showed that students were inspired by 14 learning motivations related to employment, knowledge and skills, new adventure and some miscellaneous motivations. Independent samples T-tests results indicated significant differences in the learning motivations between student groups with different age ranges, work experience, nature of their work, targeted Master’s programme (local or international) and sources of funding of their studies. The study also found that their learning motivations were closely related to the Confucian educational and cultural values. This article discusses implications for curriculum development and pedagogical practice for effective Master’s programmes.     

Hegel’s Philosophical Discourse of Political Ethics and Spirit of Enchantment

Philosophy of Right as the text of Hegel’s thought of practical philosophy has been the most important academic dominance on Hegel.The differences of ethical spirit between Phenomenology of Spirit and Philosophy of Right were lack of attention.The former focuses on historical consciousness in formation of modern spirit.The latter which is construction practice is based on the former.This concern will enable us to maintain a clear understanding of the particularity behind universal ethical values in globalization era and multi-cultural dialogue.     

Pedagogical Transaction in Religious Education: Diversified Society and John Dewey’s Philosophy of Education

The focus of the article is on how a new approach to religious education (RE) in diversified societies can be constructed on the basis of the theory of pedagogical transaction presented by John Dewey. Reflections of developing RE are very current in Western secularized societies. We believe that Dewey's pragmatist philosophy of education and philosophy of religion are still highly relevant to RE. The article consists of three sections: (1) contemporary discussions of RE, (2) reflections on Dewey's philosophy of religion, especially religious experience, and (3) the implementations of Dewey's theory to RE. We conclude by applying pedagogical transaction theory to current challenges in order to design new models of RE in diversified societies. Accordingly, we construct a theory of RE for democratic, multifaith societies that are based on mutual understanding, respect, and recognition of active citizens living in diversified society.     

Shopping :Men’s and Women’s

“M en say they hate to shop,”says Zhukin,C ity U niversity of N ewY ork Sociology (社会学) professor. “Y et w hen you ask them deeperquestions,it turns out that they like to shop.M en generally like to shopfor books, m usic and hardw are. But ifyou ask them aboutthe shoppingthey do for books or m usic, they ll say, ‘W ell, thats not shopping.Thats research.’”In other words,what m en and w om en call “buying things”and howthey com plete thattask are different.W om en will wander thr…     

Look Again: Pedagogical Demonstration Facilitates Children’s Use of Counterevidence

In learning about the world children must not only make inferences based on minimal evidence, but must deal with conflicting evidence and question those initial inferences when they appear to be wrong. Four experiments (N = 144) found that young children were significantly more likely to revise their initial inferences when conflicting evidence was explicitly demonstrated for them. Four- and five-year-old children saw deterministic evidence about which objects had causal powers, and then saw counterevidence conflicting with that initial pattern. Critically, the conflicting evidence was either demonstrated communicatively and pedagogically, or produced in an intentional but nonpedagogical manner. Only when evidence was explicitly demonstrated for them did children revise their initial hypothesis and use a subtle clue to infer the correct rule.     

Krashen’s Input Hypothesis and Its Pedagogical Implications on Second Language Teaching

Krashen has developed the Input Hypothesis, which has deep influence on teaching method of second language. This thesis focuses on the Krashen’s Input Hypothesis, which includes the following five hypotheses: the acquisition- learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis and the effective filter hypothesis. The thesis tries to explore the pedagogical implications of Krashen’s Input Hypothesis on second language teaching in the aspects of the input quantity and input quality. The thesis tries to explore the most effective methods of second language teaching, in the hope that it will help to improve the efficiency of second language teaching.     

Bridging Literary and Philosophical Genres: Judgement,reflection and education in Camus’The Fall

Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus’ short novel, The Fall. The Fall, through the character and words of Jean‐Baptiste Clamence, prompts readers to reflect deeply on themselves, their motivations and commitments, and their relations with others. This paper discusses the origin and structure of the book, identifies some of its key philosophical themes, and explores some of its educational implications.     

Philosophical Remarks on Nelson Mandela’s Education Legacy

In this article, I reflect on Nelson Mandela’s (Madiba, the clan name of Mandela) education legacy. I argue that Madiba’s education legacy is constituted by three interrelated aspects: firstly, an education for non-violence guided by deliberation, compassion and reconciliation; secondly, education as responsibility towards the Other; and thirdly, education that cultivates a ‘community of thinking’. Educational philosophy and theory would be richly informed by the compelling education legacy bequeathed us by Nelson Mandela.     

Schoolin’ Black Girls: Politicized Caring and Healing as Pedagogical Love

The Urban Review - This article explores Black feminist pedagogical practices as a viable intervention alternative to traditional methods of educating Black girls. The authors highlight two...     

Science Teachers’ Pedagogical Discontentment: Its Sources and Potential for Change

This research explored science teachers’ pedagogical discontentment and described its role in teachers’ consideration of new teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one’s teaching practices do not achieve one’s teaching goals. Through a series of structured interviews conducted with 18 practicing science teachers of various grade levels, content areas, routes of preparation, and amount of experience, areas of commonality in the teachers’ pedagogical discontentment were identified. The common areas of pedagogical discontentment include the ability to teach all students science, science content knowledge, balancing depth versus breath of instruction, implementing inquiry instruction, and assessing science learning. We draw implications for using this construct to craft more effective professional development.     

Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction,Teachers’ Pedagogical Content Knowledge,and Children’s Observations and Predictions

Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of Science Literacy (FSL), a comprehensive professional development program designed to support teachers’ knowledge of early childhood science; their PCK around 2 physical science topics (water, and balls and ramps); and their abilities to plan, facilitate, and assess young children’s learning during inquiry-based science explorations. Research Findings: In a randomized trial with 142 preschool teachers and 1,004 4-year-old children, FSL teachers demonstrated significantly higher quality science teaching in general and greater PCK in the 2 physical science topics than did teachers in comparison classrooms. Furthermore, children in FSL classrooms performed significantly better than children in comparison classrooms on tasks involving floating and sinking, and an instrumental variable analysis suggests that the quality of classroom science instruction mediated the relationship between teacher participation in FSL and student outcomes. Practice or Policy: Findings support the use of comprehensive early science professional development programs designed to bolster teacher knowledge and PCK.     

“So it Takes Extra Time and Effort,Pero, Vale la Pena”: A Bilingual Teacher’s Testimonio Revealing Pedagogical Clarity

The Urban Review - This testimonio examines how a 3rd grade bilingual teacher unpacks the learning process as it relates to her agency in implementing culturally relevant (Ladson-Billings, Am Educ...     

Reasoning as a Pedagogical Tool: Tolstoy’s Real Happening Stories for Children

Viewing Tolstoy’s works from psychological and intellectual perspectives demonstrates his approach to children’s literacy and especially the development of reasoning, which he presents in his writing for children and the stories he includes in his New ABC book (1875a) and four Readers (1875b). This article examines Tolstoy’s reasoning approach in education and its application in his real happening stories for children. Some of Tolstoy’s ideas about upbringing that are expressed in his stories are similar to ideas of Jean-Jacques Rousseau (1712–1778) and a Swiss developmental physiologist contemporary to Tolstoy, Jean Piaget (1896–1980). Tolstoy’s real happening stories treat situations that a child might actually experience; they propose and teach scenarios that might influence a child’s or an adult’s thinking about ways to obtain an education. Thus, in Tolstoy’s approach to children’s education, reasoning becomes a pedagogical tool, used to develop knowledge, experience and critical thinking ability.     

“It’s All Shiny and There’s No Pollution”: Barbapapa’s Ark,Environmental Influences

The environmental picture book Barbapapa’s Ark was published in 1974. I was keeping a parent-observer record of my two children at the time. The book had a strong influence on them from ages three to six, moving them to query pollution and hunting, in book and environment, and as adults, becoming committed activists for the environment. Young children are routinely underestimated. Learning about the environment and conservation can begin well before formal education.