灌输的理论与理论的灌输

灌输理论是我党进行思想政治教育的基本原理之一,坚持灌输理论是应对国内外形势发展变化的必然要求。灌输理论固然重要,但在其产生后很长一段时间内,人们把灌输与强制灌输混为一谈。灌输主体和客体应打破传统＂强制灌输＂的错误思想,既要发挥灌输主体的主导作用,又注重灌输客体的主体作用,增强双向互动,以提高思想政治教育的实效性。     

Indoctrination and Social Context: A System‐based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators

Debates about indoctrination raise fundamental questions about the ethics of teaching. This paper presents a philosophical analysis of indoctrination, including 1) an account of what indoctrination is and why it is harmful, and 2) a framework for understanding the responsibilities of teachers and other educational actors to avoid its negative outcomes. I respond to prominent outcomes‐based accounts of indoctrination, which I argue share two limiting features—a narrow focus on the threat indoctrination poses to knowledge and on the dyadic relationship between indoctrinator and indoctrinated person. I propose a system‐based account of indoctrination in which actors with authority contribute to the production or reinforcement of closed‐mindedness, which threatens both knowledge and understanding. By taking a system‐based approach, my account is better equipped to identify the implications of indoctrination for educational policy and practice.     

Emily and Rebecca: A tale of two teachers

Using a qualitative study, two teachers, Emily and Rebecca, who started their teaching careers in their forties were interviewed and followed for 3 years to document their experiences in the teaching profession. The tale of these two teachers includes their joys, frustrations, and problems that surround their lives as middle school math teachers. Discussing such topics as, college preparation, isolation, time required, extra duties, little respect for teachers, resistance to innovation, and the need for a mentorship program, Emily and Rebecca honestly paint a self-portrait that includes the influence of their past experiences before becoming a teacher and the reality of joining the profession of teaching.All administrators and educators should take note of Emily and Rebecca's tale in order for changes to be made that will create an environment that is encouraging and inviting for all teachers that will lead to teacher retention, and, in turn, focuses on the success for all students.     

Indoctrination and Intent

Abstract

Two questionnaires, designated as Teachers’ Questionnaire on Sex Education (TQSE) and Student Teachers’ Questionnaire on Sex Education (SQSE) were administered to teachers and student teachers respectively to find out how interested, willing and prepared they are to be involved in sex education programmes in Nigerian secondary schools. This approach was predicated on the belief that teachers have a vital role to play in implementing any government policy on sex education particularly if such policies are to be routed through the schools.

Results show that teachers and student teachers alike are in favour of sex education. Thy are also willing, interested and prepared to participate in sex education programmes. They feel deficient, however, in their knowledge of sex education.     

灌输与教育:历史与现实的反思

灌输与教育的关系问题是教育研究中的重要问题.历史上,灌输与教育的关系有一个从重合、分离到再重合的过程.在这一过程中,人们在批判灌输的消极作用的同时,也利用它为某些目的服务.西方学者对灌输与教育的关系的研究表明,应当辩证分析灌输的实际情况,消除教育中灌输的消极作用,为儿童的理智发展提供良好的条件.     

A Reply to MacCabe

This short piece is written in response to a piece by Colin MacCabe in the last issue of English in Education in which he commented on an article that I had written in Vol. 31, No. 3.     

A Reply to Davson-Galle

Science &; Education -