Educating for Intellectual Humility and Conviction

It is argued that two plausible goals of the educational enterprise are (i) to develop the intellectual character, and thus the intellectual virtues, of the student, and (ii) to develop the student's intellectual self-confidence, such that they are able to have conviction in what they believe. On the face of it, however, these two educational goals seem to be in tension with one another, at least insofar as intellectual humility is a genuine intellectual virtue. This is because intellectual humility seems to require that one does not have conviction in one's beliefs. It is argued that this tension can be avoided so long as we have the right account of intellectual humility in play. This enables us to understand what educating for intellectual humility might involve, and how it might co-exist with the educational development of a student's intellectual self-confidence.     

Beyond ‘talking out of school’: educational researchers as public intellectuals

This conceptual article explores the notion of educational researchers operating as public intellectuals. To do this, I situate my analysis within a broader tradition of public intellectual work in the American academy. I also offer a framework for three specific forms of public intellectual work, supported by relevant examples, which can be taken up by educational researchers. I then raise critical issues, concerns, and tensions that complicate such work, and conclude by offering suggestions for better linking educational research to the broader public. Although this article focuses largely on researchers working within the university context, particularly tenure-line faculty, many of its insights are applicable to independent researchers, policy analysts, or others working within the broadly defined field of educational research.     

高校知识产权通识教育实现路径

高校强力推进知识产权通识教育,对促进创新创业和培养国家所需的复合型、实务型人才具有十分重要的现实意义。以问卷方式调查福建省本科高校大学生在知识产权方面受教育现状,得出在教育观念、教育教学体系、服务管理机制等方面存在滞后与缺失等问题,提出完善知识产权通识教育是一个系统工程,应树立系统的教育站位思维,面向需求,建立完善的知识产权通识教育课程体系以及构建教育服务机制,全面护航知识产权通识教育。     

Is education a lost cause? Žižek,schooling, and universal emancipation

This paper discusses the work of Slavoj ?i?ek and links several of his ideas to educational contexts. After giving a brief background on his unique intellectual perspective, I pull three themes (control, torture, and politics) from his body of work, and I consider their educational connections and implications. I conclude by speculating on the future use of ?i?ek's work to educational philosophy and educational studies.     

智力风格的实践支持与理论困惑

提出智力风格构念的目的在于整合不同的风格理论与模型,在传统核心构念如能力、人格等基础上,增强我们解释和预测学生学习成绩的能力。1930年代以来,不同类型的智力风格(如认知风格、学习风格)不断被提出并在教与学的各个领域得以大量研究与应用。文章从学习成绩的视角总结回顾了智力风格在教育心理学领域的应用研究。以此为基础,分析了教师与学生风格匹配与学习者自我风格意识两个重要的争议性的问题,并提出了可能的研究方向。     

试论与知识经济相适应的教育创新

随着新科技革命和知识经济的迅速崛起，教育与知识经济相适应成为时代的必然要求；教育创新包括教育观念，教育思想，教育目标，教育体制，教育内容，教育方法，教育评价和教师队伍等多方面的创新，教育创新不是一种独立的创新类型，它与社会环境有很大关系，应该建立一个有利于教育创新的社会环境。     

Some Antecedents of Educational Philosophy in Britain with Particular Reference to Social Science

It would be convenient to pretend that the histories of educational philosophy in Britain and, by extension, the USA and Australia, were responses to a common social and intellectual history but convenience in this case could only be accomplished at the expense of explanatory power. The history of educational philosophy in these three places is parallel but not in common. Philosophy of education in Britain is more closely related to philosophy than is philosophy of education in the USA. Philosophy of education in the USA appropriated the lead of the American Social Science Association and initially retained closer connections with social science than did its English counterpart. Nevertheless, it is argued here that educational philosophy's reference to social science—Victorian and modern—is the missing explanatory element in modem histories of the discipline. The appropriation of education by social science—a common feature of the intellectual history of education in Britain, Australasia, and the USA—leavened the research agenda of educational philosophy in Britain. Peters’ educational work can be best understood as an attempt to reunite education with moral philosophy such that the study of education would resume a profile similar to its nineteenth‐century counterpart, when it was moral philosophy that provided the most interesting discussions of human nature, primitive customs, and social institutions—education among them.     

Educational Accountability in a Regulated Market

Public debate about school choice is often polarized between those who favor and oppose total free markets in education. However, the serious intellectual work on choice focuses on more moderate alternatives that involve a mixture of public and private accountability. A regulated market model of educational accountability would mix government regulation, options for families, and entrepreneurship on the supply side. It would sustain a role for government in licensing schools, protecting children, punishing misrepresentation, and ensuring free flow of information. This article shows how a regulated market in education would work and how one could be created.     

Happenings,Truth, and the "Particular Go" of Philosophy's Potential Contribution to Educational Psychology

An unfortunate lack of communication mars the relationship between educational psychology and philosophy. This state of affairs is magnified by the need for scholars of education to come forth in addressing broad ranging political issues surrounding contemporary American public education. It seems that although the very scholars who are needed for enlightened dialogue on these matters are, instead, only talking within tight discipline-bounded circles. This work seeks to jump start the wavering cross-discipline conversation, particularly between educational psychology and philosophy, by proposing pragmatic philosophy as an intellectual and visceral counterpart to the social science inquiry that is the province of our field.     

浅谈对大学生知识和能力的评价

21世纪是知识经济的时代 ,对人才的规格和质量提出了更高的要求 .高校作为培养和输出人才的场所 ,应当积极主动地开展对大学生的知识和能力的评价工作 ,检验“产品”是否符合社会的需要 .以评促教 ,以评促学是高校教育实践工作的重要内容     

Special Education Policy for Learners with Mild Intellectual Disability in New Zealand: Problems and Issues

Current policy developments are intended to broaden the group of children receiving special education provisions traditionally reserved for those with mild intellectual disability. A definite policy has been formulated to close special classes and the use of individualized intelligence testing has been largely discontinued as a basis for establishing special educational need‐‐thus ostensibly providing greater flexibility for service allocation. The term “backward” (the traditional term for mild intellectual disability in New Zealand) has been rejected, and children with mild intellectual disability are now included in a new category “children with educational and social difficulties"‐‐a category which also includes children with specific learning difficulties, those with mild sensory disabilities, and those with mild emotional/behavioural difficulties. It is argued that available resources are grossly insufficient to provide high quality special educational services for all “children with educational and social difficulties,” that the decision to close special classes represents a premature and unsound reduction in the range of options available to children with mild intellectual disability, and that research into the effects of current policies on the lives of learners with mild intellectual disability and their families is urgently required but will now be very difficult to undertake.     

Markets,inequality, and urban schooling

This paper considers the intellectual and political antecedents of current attempts by the British government to create a market in state education. The implications of market forces for school organization, educational values, teachers' careers and conditions of work, and equality and social justice in the inner city are also explored. It is argued that policies of competition between per capita funded schools are likely to increase the existing inequalities in school provision in England to the disadvantage of children in urban areas.     

“智育”概念的理论解析与实践反思

智育概念在19世纪中叶的产生是以科学的兴起为历史背景的,这标志着学校教育的重心转向科学文化知识的教学。立足21世纪的教育实际,我们可以将智育概念从横向解析为作为一种教育活动的智育、作为人的全面发展一个方面的智育、作为教育活动一个维度的智育三个方面;从纵向将其解析为常识的教育、知识的教育、智慧的教育和精神的教育四个层次。通过对智育概念进行这样纵横两个方向的解析,我们可以揭示教育实践中的智育在不同维度和层次上的不完整性,进而在此基础上对当代人类社会诸多教育问题的深层成因进行反思。     

Successful schooling for pupils with intellectual disabilities: the demand for a new paradigm

A comprehensive review of educational interventions for pupils with intellectual disabilities showed that most studies report positive results for a variety of interventions. The aim of this article is to explore how these results can be understood. We draw on similar earlier findings concerning intervention effects in psychotherapy and social work, discussing the so-called Dodo bird conjecture, indicating that established methods for identification of evidence-based practices can provide false, positive results influenced by so-called common factors present in most interventions. In conclusion, we argue for a new paradigm of research on educational interventions for pupils with intellectual disabilities, replacing the present ambition to find evidence-based support for specific interventions in favour of a line of research exploring alternative explanations in terms of, for instance, common positive factors.     

The Progressive Educator as Radical or Conservative: George S. Counts and Race

The State should not, in our opinion, refuse financial support to institutions, colleges and classes, merely on the ground that they have a particular ‘atmosphere’ or appeal specially to students of this type or that. All that it ought to ask is that they be concerned with serious study. It is said in criticism of this view that the adult educational work of sectarian bodies ought not to be subsidised out of public funds. We do not agree; in our judgment, whether the State ought to help such education depends upon the quality of the work and not upon the institution which conducts it. The basis of discrimination between education and propaganda is not the particular opinions held by the teacher or the students, but the intellectual competence and quality of the former and the seriousness and continuity of study of the latter. Any other standard puts the State in a position of censorship which it ought not to be expected to take. It would inevitably give rise to a differentiation between the knowledge which in the opinion of the State it is desirable to disseminate and knowledge the diffusion of which should not be encouraged. The State could, indeed, hardly avoid the charge of ‘manufacturing public opinion’. In our view, the only sound principle is that the State should be willing to help all serious educational work, including the educational work of institutions and organisations which are recruited predominantly from students with, say, a particular religious or political philosophy.

     

成人高校德育工作难点和对策的思考

社会主义市场经济所引起的社会各方面的剧烈变化势必对成人高校德育工作产生一定的影响。国际大气候的客观情势、知识经济的日益紧逼,都使成人高校德育工作面临新的严峻挑战。站在历史的高度来确立德育工作目标,以科学的态度来确定德育工作内容上的切入点,并以改革的精神来选取适合自身特点的德育工作方法,就成为社会转型期抓好成人高校德育工作的基本对策。     

寻找失落的知识分子精神——论教师的知识分子精神的式微与重建

知识分子意味着对社会的关注与价值的承担。在社会意识层面上将教师看作知识分子的典型代表,古今中外历史上都不乏教师的知识分子精神的显现,只是伴随着学校与社会生活的区隔以及专业主义意识的兴起,才使得教师失去了“社会思想者”的精神气质。要重建教师的知识分子品性,应当从教育价值观和教育评价机制等层面入手。     

Gramsci,freire, and intellectual life

This article reflects on Peter Mayo’s synthesis of ideas from two key figures in critical educational studies: Gramsci and Freire. The author identifies a number of distinguishing features of Mayo’s work and considers some of the implications of his analysis for our understanding of transformative intellectual activity.     

The intellectual landscape of critical policy analysis

What counts as critical policy analysis in education? Over the past 30 years, a tightening of national educational policies can be seen in the USA and across the globe. Over this same period of time, a growing number of educational policy scholars, dissatisfied with traditional frameworks, have used critical frameworks in their analyses. Their critical educational policy work has contributed to a unique intellectual landscape within education: critical policy analysis. This article presents a qualitative exploration of the critical policy analysis approach to educational policy studies. Participants included scholars known to utilize critical theoretical frameworks and methods in their research. Through a historical approach that makes use of oral history interviews with educational policy, we developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use.