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1.
In this response to Reis’s and Zuss’s responses to our meditation on the grotesque, we attempt to draw distinctions between positivist, empiricist, and realist (including grotesque realist) projects. We also, drawing on Bakhtin, consider the difference between dialogic and dialectic commentary. 相似文献
2.
Mark Zuss 《Cultural Studies of Science Education》2009,4(4):791-798
In this commentary on Weinstein and Broda’s paper, I consider their promising claims for the liberatory potential of the grotesque
in biology/science education. In response to their analysis of four “specimen” examples, I address the question of confronting
the limits of pedagogical representations of the grotesque and the abject. I offer suggestions to enrich their project with
critical use of historical undercurrents informing normative images of the body. I propose that the functioning of a contemporary
epistemic convergence of the grotesque and the sublime opens up the space for a continual reimaging and refiguring of bodies. 相似文献
3.
Jordana Hall 《Children‘s Literature in Education》2011,42(1):70-89
In Rabelais and His World Mikhail Bakhtin traces the history of laughter and the specific impact of Francois Rabelais upon that history, but more important
it is the most definitive example of the carnivalesque available to Western scholars to date. By carnivalesque he refers to
the traditional language and spectacle associated with folk culture within the carnival season, language and images that represent
the universal truths of life, death, and renewal through the grotesque body. Bakhtin’s theories of the characteristics of
unbridled freedom illustrate the universality and dissident effects of laughter. The revolutionary or subversive, carnival
spirit displayed by the clash between official and unofficial culture bear particular significance upon the Harry Potter series. At the heart of carnival imagery is what Bakhtin defines as the three elements of laughter: “universalism, freedom,
and… [their] relation to the people’s unofficial truth” (p. 90). These are the elements of laughter that most adequately characterize
Harry Potter’s subjective view of what is good and right. He is at the most basic level an initiate of change who works within
the realm of the carnivalesque to illustrate the subversive qualities of laughter in opposition to the official culture the
muggle world represents with regards to race. The carnivalesque and grotesque in Harry Potter illustrates an appeal to social transformation through the power of laughter and the reversal of the dominant order of race
and racial difference. 相似文献
4.
Alice Mills 《Children‘s Literature in Education》2006,37(1):1-13
The Harry Potter series focuses upon the toilet as a site for heroic action and a threshold between worlds as well as a more
traditional place for boys to be bullied and girls to weep. This article offers a Kristevan reading of the toilets as abject
in Harry Potter, and shows how this concept helps us make sense of wider issues within the series, especially Harry’s uneasy
relation to the maternal.
Alice Mills is associate professor of literature and children’s literature at the University of Ballarat. She has edited two
collections of scholarly essays, on the grotesque and the unspeakable, and a number of anthologies of children’s literature.
Her research interests lie mainly in the psychoanalytic and Jungian interpretation of fantasy and the picture story book.
Briggs, Fungus the Bogeyman
Holzwarth and Erlbruch, The story of the little mole who knew it was
none of his business
Griffiths, The Day My Bum Went Psycho
Griffiths, Zombie Bums of Uranus 相似文献
5.
In the present study we attempt to incorporate the philosophical dialogue about physical reality into the instructional process
of quantum mechanics. Taking into account that both scientific realism and constructivism represent, on the basis of a rather
broad spectrum, prevalent philosophical currents in the domain of science education, the compatibility of their essential
commitments is examined against the conceptual structure of quantum theory. It is argued in this respect that the objects
of science do not simply constitute ‘personal constructions’ of the human mind for interpreting nature, as individualist constructivist
consider, neither do they form products of a ‘social construction’, as sociological constructivist assume; on the contrary,
they reflect objective structural aspects of the physical world. A realist interpretation of quantum mechanics, we suggest,
is not only possible but also necessary for revealing the inner meaning of the theory’s scientific content. It is pointed
out, however, that a viable realist interpretation of quantum theory requires the abandonment or radical revision of the classical
conception of physical reality and its traditional metaphysical presuppositions. To this end, we put forward an alternative
to traditional realism interpretative scheme, that is in harmony with the findings of present-day quantum theory, and which,
if adequately introduced into the instructional process of contemporary physics, is expected to promote the conceptual reconstruction
of learners towards an appropriate view of nature. 相似文献
6.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
7.
8.
Since the 1920’s many researchers have conducted studies exploring the qualities of good teachers. However, a limited number
of empirical studies have been conducted in the People’s Republic of China (hereafter called China). The current study has
two objectives. The first one aims to compare a good teacher’s characteristics in China and the USA. To achieve this, qualitative
data of a good teacher’s characteristics were collected in China. The results obtained from China were then compared to those
reported in the USA. The second objective was to test whether or not there are differences among teachers’, students’ and
parents’ perceptions of a good teacher’s characteristics in China. To achieve this, questionnaires were administered, and
then statistical analyses were conducted. The qualitative data analyses have revealed four themes about the characteristics
of good Chinese teachers: Teacher ethics, professional skills, professional development, and students’ test scores. The ANOVAs
have found no differences among teachers’, students’ and parents’ perceptions of the qualities of good teachers in China on
most of the items. This study helps readers better understand good teachers in a Chinese context and provides a framework
for future comparative study between China and the USA regarding the qualities of good teachers. 相似文献
9.
Guiseppina Rullo Tullia Musatti 《European Journal of Psychology of Education - EJPE》2005,20(2):107-119
This study focuses on mothers’ and young children’s everyday social experience by analyzing their social relationships, social
support in child care, mother-child interaction, and mothers’ evaluations of all these aspects. Three hundred and eighty-four
mothers with a child aged between I and 3 years, living in a city in Central Italy, were interviewed. A Principal Components
Analysis was performed on items concerning mothers’ and children’s social experience and mothers’ evaluations. Four PCA generated
factors were regressed on the mother’s and Four PCA generated factors were regressed on the mother’s and child’s characteristics.
Results show that, even in a context characterized by social conditions supportive to mothering, there is a comparatively
widespread desire for social interaction with other mothers and children. A stress related to intensive mothering was found
in a minority of the mothers and was predicted by the mothers’ continuous commitment in child care during the whole day. Results
are discussed in relation to the hypothesis that social contacts with other mothers may have a mitigating effect on mothers’
stress. One implication is that early educational services that provide the opportunity for social intercourse among parents
can be an important resource for them. 相似文献
10.
Learning within the worlds of reifications, selves, and phenomena: expanding on the thinking of Vygotsky and Popper 总被引:1,自引:1,他引:0
A framework, termed the RSP, is proposed. It is mainly for analyzing and explaining how learning occurs. This framework is
grounded in the social-cultural perspective, in particular, in the thinking of both Vygotsky and Popper. Although the thinking
of Popper is generally not referred to as having a social-cultural orientation, mostly due to misunderstanding, he and Vygotsky
are defensibly complementary. In a nutshell, Vygotsky’s social-cultural (inter-psychological) plane is enriched by Popper’s
distinction between physical and conceptual-abstract worlds, while Popper’s mental world is enhanced by Vygotskian and post-Vygotskian
work emphasizing personality, that is, the whole self. Integrating and expanding on both Vygotsky and Popper, the RSP framework
further unpacks how learning occurs as dialectical interactions between the Worlds of reifications (R), selves (S), and phenomena
(P). The World of Reifications (R) extends Popper’s World 3 by emphasizing the developmental nature of conjectures to theories.
The World of Selves (S) now extends Popper’s World 2 from cognitive dimensions to the whole individual. And the World of Phenomena
(P) extends Popper’s World 1 to include the relationships between objects forming phenomena, including the physical, social,
and spiritual dimensions. The interactions among the three Worlds result in five learning outcomes: cognition, metacognition,
action, reflective action, and epistemic cognition. It is contended that these five outcomes are necessary criteria for holistic
learning. The framework is then applied to analyzing various issues such as resolving lethal mutations, identity, and learning
as becoming. 相似文献
11.
Gary R. Pike 《Research in higher education》2006,47(7):801-822
Because it focuses on the interactions between students and their environments, Holland’s theory of vocational choice provides a powerful framework for studying college experiences. The present study assessed the relative merits of psychological and sociological interpretations of Holland’s theory by examining the relationships among students’ expectations about college, their personality types, and their intended academic majors. Results indicated that both the psychological and sociological aspects of Holland’s theory aid in understanding students’ college expectations. 相似文献
12.
Pei Wen Tzuo 《Early Childhood Education Journal》2007,35(1):33-39
This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced
tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual
interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This
article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky,
Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high
children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate,
rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”,
which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s
freedom in the context of progressive and critical pedagogy. 相似文献
13.
Li Yin 《Frontiers of Education in China》2006,1(2):286-299
It has been over ten years since the Teacher’s Law took effect on January 1, 1994, and its promulgation and implementation have somewhat helped in protecting teachers’ legal
rights and interests. Undeniably, however, the Teacher’s Law is defective in many aspects, such as the absence of teachers’ legal identity, its failure to safeguard a teacher’s essential
interests and rights, serious laggardness of the teacher’s appointment system and obstacles to dealing with teachers’ complaints
and litigations. All such defectiveness make the legislative purpose “to safeguard the teacher’s legal rights and interests”
in Article 1 of the Teacher’s Law less effective in practice. Therefore, in order to judicially assist teachers in safeguarding their own legal rights and
interests, it is necessary to modify the Teacher’s Law and especially give priorities to: (1) defining the identity of the state staff member for teachers; (2) treating teachers
owed to in arrears as peasant-workers, and paying and remunerating them punctually (3) formulating detailed measures on the
implementation of the teacher’s appointment system as soon as possible, solving problems of unemployment of teachers arising
from the inequality between the teacher’s rights, the school’s power and the absence of the teacher’s identity; (4) establishing
a lawsuit system connected with teachers’ complaints and personnel arbitration.
__________
Translated from Theory and Practice of Education, 2005:2 相似文献
14.
Laura Alicia Valdiviezo 《Cultural Studies of Science Education》2010,5(2):435-445
This essay addresses Katherine Richardson Bruna’s paper: Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent
Science, through five main points. First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna’s call for
a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination
of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex
dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue
that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class
and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social
and institutional practices in the capitalist society. Richardson Bruna’s analysis of Augusto’s interactions with his teacher
and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss
Richardson Bruna’s idea of making accessible class-first analysis knowledge to educators and especially to science teachers. 相似文献
15.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2012,34(1):72-86
This research partially replicated Nilsson and Anderson’s Professional Psychology: Research and Practice (2004) study on training and supervising international students. It investigated the relationships among international counseling
students’ training level, acculturation, supervisory working alliance (SWA), counseling self-efficacy (COSE), role ambiguity
(RA) and multicultural discussion (MD) in supervision. In the present study (N = 71), two acculturation variables and RA predicted SWA. SWA and MD did not predict COSE, while language use in acculturation
did. Training level differences were only associated with COSE. Findings indicate that supervisors should attend to role ambiguity
and multicultural issues when supervising international students, including acculturation issues and their impact on students’
performance. Results are discussed against Nilsson and Anderson’s original study and the implications for supervision of international
counseling students. 相似文献
16.
Maurice A. Finocchiaro 《Science & Education》2011,20(1):51-66
Galileo’s telescopic discoveries of 1609–1612 provided a crucial, although not conclusive, confirmation of the Copernican
hypothesis of the earth’s motion. In Galileo’s approach, the Copernican Revolution required that the geokinetic hypothesis
be supported not only with new theoretical arguments but also with new observational evidence; that it be not only supported
constructively but also critically defended from objections; and that such objections be not only refuted but also appreciated
in all their strength. However, Galileo’s defense of Copernicanism triggered a sequence of events that climaxed in 1633, when
the Inquisition tried and condemned him as a suspected heretic. In turn, the repercussions of Galileo’s condemnation have
been a defining theme of modern Western culture for the last four centuries. In particular, the 20th century witnessed a curious
spectacle: rehabilitation efforts by the Catholic Church and anti-Galilean critiques by secular-minded left-leaning social
critics. The controversy shows no signs of abating to date, as may be seen from the episode of Pope Benedict XVI’s attitude
toward Paul Feyerabend’s critique of Galileo. Nevertheless, I have devised a framework which should pave the way for eventually
resolving this controversy, and which is modeled on Galileo’s own approach to the Copernican Revolution. 相似文献
17.
Evangelia P. Galanaki Helen D. Vassilopoulou 《European Journal of Psychology of Education - EJPE》2007,22(4):455-475
The present study is a critical review of the research literature concerning the links between the teacher and children’s
loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that
loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed
on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship
from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions
of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s
perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the
existing data, critical questions are formulated, suggestions for future research are made, and educational implications for
teacher training and school-based interventions are discussed. 相似文献
18.
Aziz Choudry 《Cultural Studies of Science Education》2010,5(2):423-434
In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the
role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge
production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s
argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social
relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores
some implications of Mignolo’s (2000) work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula.
Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith
1987), political activist ethnography (Frampton et al. 2006) and global ethnography (Burawoy 2000) to inform research into this field. 相似文献
19.
Metacognition and Self-Regulation in James,Piaget, and Vygotsky 总被引:3,自引:3,他引:0
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and
theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation
of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self,
Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and
self-regulation function within the realm of human behavior and development as described in the works of each of these theorists.
Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s
perspective vis-à-vis metacognition and self-regulation are discussed. 相似文献
20.
Niina Junttila Marija Vauras Eero Laakkonen 《European Journal of Psychology of Education - EJPE》2007,22(1):41-61
A latent variable structural model was constructed to test the relations among mothers’ and fathers’ parenting self-efficacy
(PSE), their loneliness, and their child’s peer-evaluated social competence, self-evaluated loneliness, teacher-evaluated
motivational orientation, and academic skills. In order to do this, first the Self-Efficacy for Parenting Tasks Index (Coleman
& Karraker, 2000) was applied to a sample of mothers (n=876) and fathers (n=696) to test the relevance of these parenting
task categories to Finnish mothers and fathers. The results of the latent variable structural model indicated a strong relationship
between both mothers’ and fathers’ loneliness and their PSE, consisting of Nurturance, Discipline, Recreation, and Participation
factors. Moreover, there was a modest relationship between parents’ PSE and their child’s social competence and consequently
between social competence and child’s loneliness. The relationship between PSE and child’s academic achievement were mediated
via child’s social competence. 相似文献