教育的价值取向探析

对我国现有的教育状况和问题进行理性的反思和批评，可认识到教育的价值取向应在于促进人的素质和谐发展，完善人格，尊重人的主体价值。     

近年来美国博士教育面临的挑战及其改革措施

美国博士教育的基本模式为世界各国所借鉴.但是近年来,美国国内对其博士教育存在大量的批评.这使得整个美国博士教育体系面临着巨大挑战.美国政府机构以及许多私人慈善基金会发起或资助多项针对博士生教育问题的改革.取得了不同程度的改善.这将对我国的研究生教育改革和发展带来一些启示.     

Behavioural Approaches in Education: explanations in terms of science and in terms of personal justification

Behavioural approaches in education have achieved widespread acceptance in recent years yet they stand in an uneasy relationship to theories of learning. Behaviourism is widely regarded as an inadequate theoretical underpinning for behavioural pedagogy but no alternative explanation has taken its place. Moreover many of the criticisms levelled by philosophers at behaviourism still have force when applied to nominally atheoretical behavioural approaches. This has led some writers to call for the rejection of behavioural techniques by teachers. This article argues that behavioural educational practices are best placed within in a ‘rational’ or ‘justificatory’ framework, rather than within a strictly ‘scientific’ account of human activity. Firstly, the distinction between these two explanatory frameworks is drawn. Secondly, the major criticisms levelled at behavioural accounts of human action are outlined. Thirdly, various aspects of behavioural education are discussed, in the light of a justificatory and rational perspective on human behaviour in order to show how such a viewpoint can both account for and enrich our understanding of behavioural practices.     

Editorial

Teachers commonly criticize teacher education on the grounds that the theoretical and practical components are unrelated, and practice teaching provides an inadequate preparation for classroom management and instruction. To explore sources of these criticisms, and possible solutions, a study was undertaken comparing students' experience of three different approaches to teacher education within one university‐based program. Data were gathered by interviews, at different points in time, with a panel of twenty‐four students distributed between the three approaches.

Findings indicate that teachers' criticisms of teacher education are directed at symptoms. The underlying problem is the approach to teacher education that informs any given program. The approach determines the program structure, and structure mediates between the approach and the students. One approach was found to be successful in generating a structure that met the prevailing criticisms, reflected in the fact most students selecting it did so on the basis of teachers' recommendations.

     

Is Research Possible? A rejoinder to Tooley's ‘On School Choice and Social Class‘

This paper presents a response to some criticisms by James Tooley of our research on parental choice. The paper argues that many of Tooley's criticisms are based on systematic misinterpretations and misreadings of our work, ignorance of the procedures of qualitative research and the use of untenable speculations about sampling, data collection and the interpretation of data. It is suggested that Tooley's criticisms are ideologically driven and that if taken seriously would make qualitative social research impossible.     

Intellectualist Aristotelian Character Education: An Outline and Assessment

Since its resurgence in the 1990s, character education has been subject to a bevy of common criticisms, including that it is didactic and crudely behaviorist; premised on a faulty trait psychology; victim‐blaming; culturally imperialist, racist, religious, or ideologically conservative; and many other horrible things besides. Matt Ferkany and Benjamin Creed examine an intellectualist Aristotelian form of character education that has gained popularity recently and find that it is largely not susceptible to such criticisms. In this form, character education is education for practically intelligent virtue, or the intrinsically motivated and psychically harmonious exercise of robust and stable traits involving practical intelligence conducive to individual and collective human flourishing.     

美国教育标准化测验动因的历史考察

随着我国基础教育改革的不断深入,标准化测验受到了越来越多的批评与质疑,如何全面认识与理解标准化测验就显得尤为迫切。从源头上对美国标准化测验兴起的历史进行详尽的考察与分析,是对标准化测验进行全面、深入认识与理解的重要视角。美国的标准化测验兴起于19世纪末20世纪初,是这一时期美国教育研究和实践推崇定量化研究方法的直接产物,它不但是教育实践中评价学生的常用方法,更是教育研究的重要工具。     

HUMANIZING EDUCATION AND THE EDUCATIONALIZATION OF HEALTH

Abstract Theorists often take a condescending stance when speaking about the educationalization of social problems. Given their confidence with postmodern and poststructuralist perspectives, the educationalization of social problems is easily perceived as a set of questionable interventions by governments into educational practices. In this essay, Bert Lambeir and Stefan Ramaekers question the extent to which one can conceive of social problems without an understanding of education or, put more sharply, the extent to which social problems are conceivable without some form of educationalization. After describing four meanings of the concept of educationalization, Lambeir and Ramaekers discuss three popular criticisms of it. With these criticisms as context, the authors use the example of concerns about and initiatives in health education to investigate whether education can be completely freed from the educationalization of social issues. They conclude that it cannot.     

An immanent social class effect on participation in higher education? A rejoinder to Harrison and Waller

This article responds to criticisms, put forward by Harrison and Waller in this issue, of an earlier paper by Noble and Davies. In particular, we argue that our interpretation of earlier quantitative research is correct, that Harrison and Waller have misconstrued the purpose of our previous paper and the analysis it contains, and that they (mis‐)attribute to us a series of propositions and standpoints that are not in our paper. In the light of increasing policy interest in the extent to which providing information can lead to ‘more well‐informed choices’ about participation in higher education, we remain of the view that researching the role of cultural capital in the students’ immanent choices is a matter of considerable importance.     

基于想象抑或排斥的农村教育

几十年来,农村教育一直是一个被关注的问题,但是农村教育与城市教育之间的差距丝毫没有因为被关注而缩小.盲目夸大农村教育的作用以及对农村教育"非农化"的批评,既与社会发展趋势悖逆,更无益于农村教育发展.     

美国DAP方案的发展历程及其对我国幼儿园课程改革的启示

本文探讨了美国《0～8岁儿童适宜发展课程》方案的兴起与发展,对该方案前后两个版本的主要观点进行了比较,对其所受到的批评以及回应进行了梳理,以期为我国的幼儿园课程改革提供借鉴。     

冲突与抉择:学习化社会背景下的学校教育

学习化社会的来临给制度化的学校教育带来了前所未有的冲击与挑战。正规化、阶段化、精英化、标准化的学校教育开始受到来自四面八方的指责与批评。新的时代背景要求学校教育对这些问题做出积极的回应。因此，学校教育正处在十字路口，改造与创新势在必行。     

Sensing the realities of English middle-class education: James Bryce and the Schools Inquiry Commission, 1865–1868

This paper explores the contribution of James Bryce as an Assistant Commissioner to the Taunton Commission from 1965 to 1868. It highlights his criticisms of the English middle class and of middle-class education represented in the endowed grammar schools of Lancashire, England. These criticisms were based partly on finely detailed observation of the buildings of these schools in their local and geographical settings. They also drew on acutely developed responses of a sensory and emotive nature relating to a broad sensory register of sight, sound, taste, touch and smell. The paper therefore helps to develop the potential value of sensory history in the history of education well as to provide a detailed examination of middle-class education in England in the 1860s. It also suggests that the realism characteristic of mid-Victorian writing and art may help to shed further light on the nature and experience of schooling in this period.     

Privatisation and marketisation of higher education in Indonesia: the challenge for equal access and academic values

Increasing costs of running educational institutions and funding educational programs, coupled with decreasing government subsidies to support such costs, have made privatisation and marketisation of higher education a common phenomenon throughout the world. The article presents the development of this trend in Indonesia utilizing two recent government regulations: Badan Hukum Milik Negara (BHMN/State Owned Legal Institution) law of 1999, and Badan Hukum Pendidikan (Educational Legal Institution) law of 2009. Three main criticisms to the regulations include impartiality towards low-income students, the government’s reduced responsibility and commitment to education, and commercialization of public universities. The article argues that the regulations and their main criticisms have failed to address the underlying causes to educational inequity and the lack of emphasis on the impacts of privatisation and marketisation on academic values and purposes of higher education. The article emphasizes the need to revisit the purposes of higher education, to reinforce academic standards and values, and to strengthen the teaching profession.     

知性化大学教育的伦理反思

知性化大学教育本质上是一种强化大学生工具理性的知识本位教育,其存在会危及大学生的优雅生存与和谐发展.知性化大学教育的成因在于大学对科技主义、理性主义和功利主义的痴迷、青睐与追随,对此必须进行必要的伦理批判.自觉遵守教育理念张扬中的以人为本原则、教育方略实施中的和谐统一原则,以及教育管理组织中的制度支持原则是大学教育超越知性化发展状态的伦理保障.     

ETHICS AND EDUCATION FORTY YEARS LATER

A bstract .  R.S. Peters's 1966 book Ethics and Education is one of the most significant works in twentieth-century philosophy of education. At least in the United States, however, it is now rarely read or discussed. In this essay, Bryan Warnick looks at the virtues and vices of Ethics and Education , examining some major criticisms of the book in light of key developments in philosophy and educational theory that have occurred since it was first published. He finds that some of the criticisms seem unjustified and overstated, while others can be met with a reading of the text that places its language analysis within a framework of communitarian ethics, a move made possible by rejecting Peters's fact/value dichotomy. This way of reading Ethics and Education reveals an interesting conception of what philosophy of education can be: namely, a sort of normative analytic anthropology. It also shows the value of engaging more with the recent history of philosophy of education.     

Assessment for Learning with Diverse Learners in a Digital World

We have the ability to capture data from students' interactions with digital environments as they engage in learning activity. This provides the potential for a reimagining of assessment to one in which assessment become part of our natural education activity and can be used to support learning. These new data allow us to more closely examine the processes learners use to solve problems, not just their final solutions, so educators can be more targeted in their intervention. New capabilities may address some of the consistent criticisms of assessment, but they also present new dangers, particularly for diverse learners. Systems are in danger of replicating the biases from our non-digital world in our digital tasks and in the creation of the scoring tools that accompany them.     

Sociology and Music Education: a further response to Swanwick

This paper is a response to Professor Swanwick's further critique of our sociological perspective on music education. We argue that criticisms made in relation to our positions on referenlialism, the ability of people to appreciate music cross‐culturally, and the various analytic categories of Meyer, Chester and Keil are all grounded in a desire to isolate the essence of ‘music’ from social and cultural processes. We further argue that the difficulties perceived with our positions do not follow from a belief in the culture‐specific significance of different musics per se, but rather from overly rigid and sometimes mistaken interpretation of our perspective. Finally, we point to the danger of assuming a cross‐cultural category, ‘music’, when many cultures have no equivalent word and use what we understand as ‘music’ in ways vastly different to ourselves.