The Limits of Aesthetic Separatism: literary education and Michael Oakeshott's philosophy of art

Abstract

The belief that literature can teach us something about life is intuitively plausible but there is a view of literary education that would preclude a teacher from making a direct link between imaginative literature and life. A comprehensive epistemological position that supports this view is to be found in the work of Michael Oakeshott. In challenging this theory of literary education and the philosophy of knowledge that informs it, the article discloses in Oakeshott's work evidence of a more nuanced and defensible view of the role of literature in education.

     

Outdoor education in rural primary schools in New Zealand: a narrative inquiry

ABSTRACT

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’, particularly when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill-prepared in terms of safety management because of their limited pre-service and post-service teacher education. This research highlights that what to teach, how to teach and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors.     

农村学校布局调整的问题与对策——以高青县赵店镇为例

为实现农村教育资源的优化配置,全面提高中小学校的教育质量,国家自2001年重新调整学校布局,将一些办学条件差、规模小的乡村小学陆续撤并、废除,我国农村教育布局出现重大变化。针对源于学校布局调整产生的问题,提出对策。     

农村中小学教师职业压力与解决策略

多年来农村中小学教师承受着升学、工作、经济生活、社会角色等方面压力,随着新课程改革后,他们面临着诸多方面的挑战,在职业压力方面尤为突出,聚焦农村中小学教师这一特殊群体,探讨其职业压力形成的原因,提出解决策略来缓解农村中小学教师的心理压力,促进农村教师专业化,农村基础教育的健康发展。     

关于农村中小学教育现状的思考

我国农村人口总数大,从某种意义上讲,农村的发展靠教育,农村的教育决定了我国的未来。文章通过对农村中小学教育现状的分析,指出其办学过程中存在的问题,并就具体存在的问题有针对性地提出改革发展的建议。     

The introduction of nurture groups in Maltese schools: a method of promoting inclusive education

Against the background of increasing stress and pressures in young people's lives and their apparent manifestation in social, emotional and behavioural problems in schools, there has been a renewed interest in nurture groups as an educational intervention. Nurture groups are designed to address the unmet social and emotional needs of young children and provide them with the necessary skills and competencies for productive engagement in schooling. This article written by Carmel Cefai and Paul Cooper, who are, respectively, the Director and Visiting Professor at the European Centre for Emotional Resilience and Socio Emotional Health at the University of Malta, discusses the recent introduction of nurture groups in the primary sector in Malta, showing how they both extend the capacity of primary schools to become more inclusive, and to develop into resource centres for emotional literacy and parental education. A challenge perceived to lie ahead is to develop an intervention model that is adapted to the needs and values of the local educational context while remaining faithful to the theoretically sound principles and practices of therapeutic education.     

大学理念与大学实验室建设

该文论述了“何谓大学”这一历史命题和大学理念的嬗变历程，探讨了基于新世纪大学理念的大学实验室的改革创新问题，揭示了新世纪大学实验室体系建设的框架。     

论农村社区建设与中小学布局调整的耦合关系

调整农村社区建设中的中小学布局是实现城乡教育均衡发展、缩小城乡教育差距的一项重要措施。农村社区建设与中小学布局调整的耦合关系主要表现在：农村社区建设对中小学布局调整的促进作用,农村中小学布局调整对社区建设的支持作用。现阶段的农村中小学布局调整要顺应农村社区建设这个社会背景,与农村社区建设协调进行。     

农村中小学布局调整的困境与出路

农村中小学校布局调整是关系到中西部农村教育大局的重要措施,是提高农村义务教育整体办学质量的一次重要契机。本文在实地调查的基础上,分析了目前农村中小学校布局调整中面临的困境和学校布局调整带来的负面效应,并对促进农村义务教育发展提出对策建议。     

论农村社区建设与中小学布局调整的耦合关系

调整农村社区建设中的中小学布局是实现城乡教育均衡发展、缩小城乡教育差距的一项重要措施。农村社区建设与中小学布局调整的耦合关系主要表现在:农村社区建设对中小学布局调整的促进作用,农村中小学布局调整对社区建设的支持作用。现阶段的农村中小学布局调整要顺应农村社区建设这个社会背景,与农村社区建设协调进行。     

农村小学教师教育科研现状的调查与分析——以张掖市甘州区农村小学为例

新课程改革要求中小学教师加强教育科研工作,以科研促教学,成为研究型教师.为了促进甘州区农村小学教师教育科研工作更好地开展,本文就甘州区农村小学教师教育科研现状进行调查研究,提出了小学老师有效开展科研的策略.     

农村中小学布局调整的预期和动力——基于中西部6省(区)的调查与分析

农村中小学布局调整具有特定的行为预期和动力.追求学校规模效益是初始动力,实现教育均衡发展是直接目的,方便教育管理是迫切要求,提高教育质量是最终归宿.正是对这些目的的追求构成了各级政府进行农村中小学布局调整的动力,推动着农村中小学布局调整工作的开展.     

农村民办中小学发展现状及原因——基于免费义务教育政策实施背景的分析

免费义务教育政策的实施,是否对农村民办中小学的发展造成冲击？基于个案调查和对全国数据的分析表明,在免费义务教育政策实施的背景下,农村民办中小学保持着良好的发展态势,农村家庭对民办教育的需求和农村民办中小学的有效供给可以对这一态势做出解释。研究免费义务教育政策下农村民办中小学的发展现状,可以为我国宏观的教育决策提供有价值的信息。     

Higher education leadership in Russia: a case study of mid-level academic management at an elite State university

This paper analyzes the Head of Department (HoD) role at an elite State university in Russia. It draws upon documentary analysis of government texts and focus groups with both HoDs and lecturers. It concludes that most HoDs are invited to apply for the role by more senior university colleagues. Once in post, they are offered a range of helpful courses, but also learn from experience and by observing others. The primary purpose of the role is seen as clarifying and interpreting central university expectations, though there is scope for influencing the departmental vision. Whilst the role is very time-consuming, it does not seem to generate the kind of managerialist ‘values' conflict reported elsewhere. The paper ends with a tentative framework for explaining how certain contextual factors (motivation, mode of appointment, perceived level of surveillance and previous experience of higher and/or lower levels of centralized control) might increase or decrease ‘values' conflict.     

当前农村中小学教育困境及对策研究

我国是农业大国,农村教育是我国教育的重要组成部分,特别是农村中小学教育关系着我国整体教育质量的提高和社会主义新农村的建设。我国农村中小学教育虽取得了较大的进展,但仍存在较多问题。文章从我国农村中小学教育现状及存在的问题出发,探讨导致这些问题的原因,并进一步提出了解决该问题的可行性对策。     

农村职业教育走出困境的策略研究

改革开放以来,农村职业教育获得了长足的发展,在质和量两方面都有了根本性的转变,但是,整体来看,农村职业教育仍然是个薄弱环节,存在着许多困难。要改变农村职业教育薄弱的状况,就必须解决体制、投入、社会环境、师资等问题。     

Understanding inclusive education practices in schools under local government jurisdiction: a study of Khon Kaen Municipality in Thailand

This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction.