冷战后俄罗斯价值生存方式的新趋势

冷战后现代科技背景下俄罗斯人的生存状态呈现新的特点。在分析现代科技社会中俄罗斯关于虚无主义、自由主义与相对主义三个核心问题及其态度与思路的基础上，揭示目前俄罗斯思想界试图超越西方理性主义思维方式和重视价值生存方式的新趋势。     

爱丁堡学派强纲领的相对主义表征

“强纲领”是以布鲁尔和巴恩斯为代表的爱丁堡学派主张的核心理论.简而言之,“强纲领”的主旨就是主张对科学知识的成因进行社会学说明,其坚持的基本原则就是因果性、公正性、对称性、反身性.“强纲领”的本质是相对主义的,而且,它既具有哲学史上传统相对主义的一些共性,又具有其独特的内容和特征,即拒斥科学理性、消解科学真理、解构科学方法、彰显科学文化.     

The paradox of un/making science people: practicing ethico-political hesitations in science education

Over the years neoliberal ideology and discourse have become intricately connected to making science people. Science educators work within a complicated paradox where they are obligated to meet neoliberal demands that reinscribe dominant, hegemonic assumptions for producing a scientific workforce. Whether it is the discourse of school science, processes of being a scientist, or definitions of science particular subjects are made intelligible as others are made unintelligible. This paper resides within the messy entanglements of feminist poststructural and new materialist perspectives to provoke spaces where science educators might enact ethicopolitical hesitations. By turning to and living in theory, the un/making of certain kinds of science people reveals material effects and affects. Practicing ethicopolitical hesitations prompt science educators to consider beginning their work from ontological assumptions that begin with abundance rather than lack.     

On Developing Content‐oriented Theories Taking Biological Evolution as an Example

Both in Europe and the United States there is a growing interest in design research. One example is the design and validation of topic‐oriented teaching–learning sequences. This research may be said to have two objectives. One is to design and test “useful products”, such as teachers’ guides and study material for students, which may be put into practice in various ways. The second is to contribute to the development of educational science; for example, understanding conditions for learning of given topics under regular classroom conditions. This article concerns the latter objective and deals with the development of content‐oriented theories stating conditions that promote learning with long‐term understanding of given topics. We present one such theory, concerning evolution by natural selection, and describe the arguments and evidence that underlie the theory, which we regard as a well‐founded hypothesis. Some methodological problems associated with testing this type of theory are discussed, as well as the role of content‐oriented theories in strengthening science education research as an autonomous specialization within educational science.     

Use of systemic networks in the development of a questionnaire

The paper discusses the use of systemic networks as a basis for the construction of a questionnaire. The subject of the questionnaire was teachers' views of the philosophy of science. It is argued that systemic networks have potential value in questionnaire construction in such problematic areas, offering help in dealing with both construct and face validity.

The networks used, and the questionnaire based on them, were derived from an analysis of various philosophical positions. The analysis identified distinctions depicting the main philosophical differences, which were then represented in a network. The main systems described are inductivism, hypothetico‐deductivism (e.g., Popper, Lakatos), contextualism (e.g., Kuhn) and relativism (e.g., Feyerabend). Major distinctions turn on the issues of the unity of scientific method, criteria of demarcation, patterns of scientific change and the status of scientific knowledge.     

A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education

Cultural‐historical activity theory, an outcrop of socio‐psychological approaches toward human development, has enjoyed tremendous growth over the past two decades but has yet to be appropriated into science education to any large extent. In part, the difficulties Western scholars have had in adopting this framework arise from its ontology, which is materialist dialectical and, hence, does not allow easy absorption into non‐dialectical (classical logical) thinking underlying much of Western scholarship. Cultural‐historical activity theory has tremendous potential because it sublates traditional dichotomies in everyday teaching‐learning situations including individual/collective, body/mind, intra‐/inter‐psychological, cognitive/emotive and psychological/sociological. In this contribution, we not only review the existing literature that uses or develops this non‐dualistic approach, but also articulate an intelligible explication of the theory that is more accessible to Western scholars and describe possible future curriculum work and research in science education as an expression of the fruitfulness of the theory.     

The science(s) of adult education

This article deals with the problems of forming a scientific system for adult education. The first part contains different concepts of sciences of education in developed countries, with a special emphasis on the difference between pedagogy as ‘practical theory’ and the sciences of education than can withstand meta‐scientific criteria. This is followed by a survey of the educological system of the knowledge of education, and the scientific and non‐scientific knowledge of adult education are contrasted. To enable us to distinguish unambiguously between scientific and non‐scientific knowledge the survey contains some major criteria for determining whether a discipline is a science or not. In this context andragogy, as well as pedagogy, are defined as ‘technological’ disciplines with the task of applying the principles discovered by the sciences of adult education: the educational psychology of adults, the sociology of adult education, the economics of adult education and the educational anthropology. In other words, andragogy is the ‘praxiology of adult education’, i.e. the science of applying scientific knowledge about adult education in the practice of that education. Andragogy could become ‘the general science of adult education’ and acquire a supra‐technological character if it grew into a science of the effectiveness of systems of adult education. In that case andragogy would study the interaction between the elements of the system as well as the interaction between these elements and the subsystems of the educational environment.     

The write brain: How to educate and entertain with learner‐centered writing

This article presents a conceptual framework for the writing process to facilitate motivation, learning, retention, and knowledge transfer in readers of expository material. Drawing from four well‐developed bodies of knowledge—cognitive science, learning theory, technical communication, and creative writing—the author creates a model that allows developers of performance and educational content to facilitate learning by addressing such principles as engagement, connection, metacognition, learning, and practice.     

行动研究视域中的教学知识观:挑战与回应

近些年来,行动研究的发展对教学论研究产生了不可忽视的影响.行动研究隐含着相对主义、实用主义、工具主义、操作主义等知识假设,对教学论研究提出了严峻挑战.正确对待行动研究、坚守教学论的理论品格、保持理论与实践之间的适当张力是教学论研究应对挑战的基本策略.     

Kay‐Shuttleworth and the training of teachers for pauper schools

Abstract

Radical constructivism has had a major influence on present‐day education, especially in the teaching of science and mathematics. The article provides an epistemological profile of constructivism and considers its strengths and weaknesses from the standpoint of its educational implications. It is argued that there are two central problems with constructivism: anti‐realism and individualism which, in turn, lead to difficulties associated with idealism and relativism which, together, prove fatal for the theory.     

For Knowledge: Tradition,progressivism and progress in education—reconstructing the curriculum debate

This paper draws upon realist theories of knowledge and naturalised epistemologies in the philosophy of science in order to argue that databases around the school curriculum could benefit from such approaches. It is suggested that the traditional/progressive distinction that has structured much of the curriculum debate for a long time is both of little value in describing how schools actually work and outmoded in terms of understandings of knowledge. Realist approaches make a reappraisal possible because they begin from the understanding that knowledge is socially and historically constructed but do so in a way that avoids the relativism and reductionism that results when epistmology and the sociology of knowledge are seen as opposed rather than complementary. The paper reviews a number of ways in which knowledge has been conceived of as social in educational thinking and, from a realist perspective, criticises their reductive and relativist tendencies whilst outlining a realist epistemological alternative.     

Exploring the Role of Ideology in Interdisciplinary Science Education Policy

Despite its popularity in education studies literature, interdisciplinary science education is mostly considered outside the multitude of social forces that drive education reform. This has contributed to a mythologizing of interdisciplinary science education and lead to assumptions about the necessity of its intervention into science education practice. This research constructs a critical analysis of interdisciplinary science education by exploring a philosophical understanding of the relations between scientific disciplines, investigating discourse about interdisciplinarity in science education policy literature, and provides socioeconomic context for this reform movement. In particular, Louis Althusser's theory of ideology as material force, his conception of the spontaneous philosophy of scientists, and his theses on the ideological nature of interdisciplinary science are foundational to this critique. Althusser's contributions allow for critical reflection on interdisciplinarity and the effects of promoting it throughout scientific enterprise. Viewing interdisciplinary science education through this critical lens allows for demarcating the ideological narratives of reformist discourse from the intended outcomes of reform. This investigation elucidates the intervention of interdisciplinarity as an ideological force governing the reproduction of scientific labor, with intended downstream socioeconomic effects, such as shifting science labor from the public sector to private industry to accommodate for austerity. The conclusions of this analysis advocate for historical materialist methodologies in science education research and critical education studies, while emphasizing the role of ideology in socioeconomic reproduction.     

Radical Constructivism, and the Sin of Relativism

The epistemology of relativism that is featured by the theory of radical constructivism is addressed. In particular, I examine several objections, all based on this epistemic position of relativism, that are often raised by critics of the theory: the charge of reality denial (which, it is often claimed, must lead ultimately to the epistemically problematic position of solipsism), the assertion of self-referential contradiction (a theory that rejects the notion of truth cannot itself claim to be true), and the accusation that the theory must lead to a position of ethical indifference. It is demonstrated that these objections do not hold: they arise, to a large extent, from the failure to distinguish properly between different knowledge domains – specifically, between the notions of cognitive and non-cognitive knowledge. Some concrete examples, specifically pertaining to the conflict between natural science and creationism, are addressed; and their relevance for science education is discussed.     

Building the Bridge Between Science and Practice: Essential Characteristics of a Translational Framework

Mind, brain, and education is a field developed with two key purposes: (1) to accelerate the knowledge developed through research by using an interdisciplinary approach, and (2) to create a bridge to connect and apply this knowledge to educational practice. While great progress has been made with regard to the interdisciplinary efforts of mind, brain and education, a chasm remains between the fields of science and educational practice. This article presents the case for bridging that chasm through the development of a translational and bidirectional framework that allows the fields of science and educational practice to access and influence each other. The characteristics of such a framework are proposed as theory‐driven and perspective‐neutral, interdisciplinary and interdependent, grounded in the science of development, context‐sensitive, and allowing for falsifiability. Potential enablers for the successful implementation of such a framework are proposed.     

An Interactive Methodology for ‘Empowering’ Students to Deal with Controversial Environmental Problems

After a short introduction to the Italian context relating to science teachers’ training and updating course we explain the motives that led us to produce educational material based on interactive methodologies (role‐playing) and to present it to in‐service teachers during updating courses. The role‐playing activities that we prepared draw from specific historical and geographical situations in order to face the problems of global environmental issues, such as, for example, water resources management, waste‐disposal, reforestation techniques. Some observations on the didactic effect of our proposals and on the importance of encouraging a change in the teachers’ way of thinking are presented. The latter is a prerequisite for a correct use of the educational material supplied. This means introducing a problematic concept of scientific knowledge and stimulating new attitudes to establish less hierarchic inter‐relations in class.     

ePortfolios and Reflective Practice for Food Science Students

The study investigated students’ perceptions and attitudes toward the use of ePortfolios for reflective practice as a learning and teaching strategy. A mixed‐method approach was applied to the study in a first‐year food science unit, at a regional Australian university. Data were generated via 3 sources, in order to provide the evidential basis for the investigation, including: a mixed method survey, access to student's exam results, and students’ ePortfolio reflections. The findings identified 3 key positive aspects. First, a variety of assessment methods was key to enhancing the overall learning of 1st‐year food science students. Second, ePortfolio reflective writing can be a key aspect for improved student engagement. Finally, structured ePortfolio sessions can help food science students consolidate knowledge, while also allowing them to encounter new ideas related to food science theory and develop technical knowledge. However, technological issues with using an ePortoflio can cloud the value of the reflective task for some students. Recommendations are made for how to better support and implement reflective practice using ePortfolios to enhance the learning of food science students.     

Teaching Method That Conforms to The Dialectical Materialist Theory of Knowledge

The Marxist theory of knowledge tells us that people's knowledge is always raised from sensory perception to rational knowledge. When we organize education, we must likewise follow this principle, enabling the students to acquire rich perceptual materials and, from near to far and from shallow to deep, be raised to the theoretical level step by step. Audiovisual teaching, by means of images on screens and tape-recorded sounds, makes objective phenomena reappear so they can be viewed directly. It enables the students to deepen the impressions they get in the course of practice, enrich their sensory perception and thereby accelerate their leap from the concrete to the abstract and from the perceptual to the rational. Therefore, audio-visual teaching is a type of teaching method that conforms to the dialectical materialist theory of knowledge.     

The Unbearable Lightness of Representing ‘Reality’ in Science Education: A response to Schulz

This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate (i.e. what is lost) from a non‐charitable, modernist reading of Lyotardian postmodernism (despite its weaknesses), and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism.     

Theory Matters: Representation and experimentation in education

This article provides a material enactment of educational theory to explore how we might do educational theory differently by defamiliarising the familiar. Theory is often assumed to be abstract, located solely in the realm of ideas and separate from practice. However, this view of theory emerges from a set of ontological and epistemological assumptions of separating meaning from matter that are taken to be foundational, when this need not be the case. Drawing upon what variously might be termed materialist, performative or post‐human positions, the article suggests that it is possible to re‐enact theory as a matter‐ing practice—of matter and meaning. The assumption of a separation that divides theory from practice is challenged in this article, which suggests that theory matters by being entangled with the material and that a separation of matter from meaning is an effect. This approach enacts things as matters of concern by contrast with the representation of objects as matters of fact. In this way, educational theory becomes a form of responsible experimentation rather than simply a representation of others. Some implications for education are outlined.     

初中化学课改应涉及的教育内容--初中化学课改初探

在化学课改中,除传授化学知识外,还应适当增加进行政治思想、唯物辩证法(特别是对立统一规律)、历史文化、地理景观、生物、物理、文学基础、天文科学、现代科学、民族传统、医疗卫生、环境保护等方面的相关知识的教育,用以开发学生智力,开阔学生视野,激发学生学习热情,培养学生观察、思考、分析问题、解决问题、计算、实验操作的能力,树立学生的辩证观点,使之逐渐形成实事求是、严肃认真的学风和作风.