Education,Movement, and the Rationality of Practical Knowledge

Curriculum models in physical education are rarely discussed in relation to the school curriculum as a whole. The purpose of this article is to examine the initiation view of education, which is essentially a knowledge-cum-ethicalaccount of education. It will be found that the type of knowledge prescribed is predominantly of a theoretical kind and as a consequence allows little or no room for physical pursuits. It is argued that this account of knowledge is limiting and reductionist, and that if rationality in a broader sense is to be a central concern of education, then practical knowledge in the form of such activities as sport and dance should form a necessary part of a balanced education.     

Doctoring the knowledge worker

In this paper I examine the impact of the new ‘knowledge economy’ on contemporary doctoral education. I argue that the knowledge economy promotes a view of knowledge and knowledge workers that fundamentally challenges the idea of a university as a community of autonomous scholars transmitting and adding to society's ‘stock of knowledge’. The paper examines and then dismisses the proposition that professional doctorates are the principal vehicle through which ‘working knowledge’ is incorporated into doctoral education. While professional doctorates may have been tactically useful for universities, there are broader transformations in doctoral education that transcend the professional doctorate/Ph.D. distinction. I argue that as doctoral education adopts the practices of ‘self’ pertinent to the knowledge economy, the ‘subject’ of doctoral education shifts from that of the ‘autonomous student’ to that of the ‘enterprising self’.     

Situated learning and teachers’ digital competence

Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle technology in our digital age. However, when it comes to teachers’ digital literacy there is a need to develop a more pedagogic-didactic content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian English perception of the term competence. The article is particularly angled towards how the complexity of teachers’ digital literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information- and Communication Technology (ICT) and achievement of digital competence.

知识经济与高等教育行政管理的模式构建

知识经济已向我们走来,它向高等教育行政管理提出了新的要求。针对这种要求以及目前高等教育行政管理方面存在的弊端,本文从建立适应知识经济新的高教管理体制和建立适应知识经济新的高教管理运行机制等方面进行了探讨,以期构造出一个适合知识经济的高等教育行政管理模式。     

从知识管理视角构建学习资源中心

学习资源是实施教育信息化的重要基础，而学习资源的丰富程度和有效利用以及可在何种程度上转化为知识，又取决于知识管理在教育领域中的全面应用。学习资源中心是一种全新的开放性的资源共享多媒体学习环境，拥有大量的网络终端和丰富的信息资源。章探讨了知识管理在学习资源中心建设中的作用，以及从知识管理视角构建学习资源中心的具体策略：多种形式提供学习资源；进行信息的组织、整序和导航服务；发挥传统优势并抓住当前数字化时代的机遇；采用动态资源“流”的观点建设学习资源中心。     

Equity considerations for open educational resources in the glocalization of education

Open educational resources (OER) have become new buzzwords in the glocalization of education. While OER are often espoused as enabling educational equity, the reality is not always the case. Looking only at the positives of new educational methods can mask perpetuating challenges, which makes the open aspect of OER a misnomer. Taking an alternative stance, this article critically evaluates the broader notion of OER through the lens of equity. It contends that while equity reasons often underpin the provision of OER, challenges continue to be experienced by some in accessing open digital materials for learning. This article explores some of these issues and argues that equity considerations are fundamental in OER design.     

知识视野下的高等教育

任何一门学科都是由知识组成的,没有没有知识的学科。知识,特别是高深知识是高等教育安身立命的根本,是高等教育研究中不容忽视的视角。从原始知识观到后现代知识观,知识经历了漫长的历史演变,高等教育也由最初的中世纪大学演变到了后现代大学。同时,面对知识社会这一新形势,高等教育在获得发展机遇的同时,其唯一性和地位也受到了挑战。     

The future of digital working: knowledge migration and learning

Against the backdrop of intensified migration linked to globalisation, this article considers the implications of knowledge migration for future digital workers. It draws empirically on a socio-material analysis of the international software localisation industry. Localisers' work requires linguistic, cultural and software engineering skills to adapt digital products to be marketed worldwide. The article addresses the problem of the need for better understanding of knowledge practices in digital working and offers new insights by examining work and learning against the theoretical question of how knowledge migrates. Drawing on the writing of sociologist Karin Knorr Cetina, it illustrates how workers reformulate knowledge and practise visibility through object relations that support learning. The article concludes with five recommendations for incorporating insights gained through this analysis in education.     

精神分析学派与20世纪的教育发展

本文首次明确地分析了精神分析学派的教育思想及其影响。精神分析以潜意识理论为基础的教育观认为 ,教育的根本目的在于对潜意识能量的积极引导 ,使人拥有幸福、完整的人生 ,引导的关键是形成强大的自我 ,培养健康的人格 ,这主要决定于儿童的早期经验。这种思想深刻地影响了 2 0世纪许多著名的教育思想家和教育流派对教育的理解。精神分析学派以人格理论为基础的教学观 ,倡导人格化的教学 ,强调人格是知识学习、品德形成、创造力发展等的心理基础。这种观念极大地推动着 2 0世纪早期教育、性教育、心理健康教育和新的教学模式的产生和发展。     

对会计人员继续教育工作的几点建议

随着会计行业的发展，会计人员对新知识、新技能的需求越来越强烈。这对会计人员的继续教育工作提出了更高的要求。本针对继续教育工作存在的诸多不足，从教育目标、教育管理、教学方式、教材编写和考试制度等五个方面提出了建议。     

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

The development of digital skills for all is a key focus of many educational policies across the globe. Despite the significant attention paid to the nature and suitability of such policies targeted at young people, there has been far less focus on digital skills policies targeted at adults. This article contributes to this literature. It outlines current digital skills policy in England. Having established this background, it analyses 30 interviews with digitally competent adults from lower socio-economic backgrounds about their experiences of learning to use the Internet. In doing so, the article highlights that a narrow and instrumental digital skills agenda is emerging in the education of adults, driven by the needs of the commercial sector, that is in stark contrast to the experiences, motivations and hopes of adults who learn about, and use, digital technologies. Reframing digital skills as part of a broader adult education agenda may offer a way to facilitate the development of digital literacies that individuals seek.     

Private Demand,Social Equity and Adult Education in Singapore

There are currently two views about the relationship between education and economic development. One rather narrow view treats education as an investment in people — in human capital — that raises productivity and national income just like investments in physical capital. Rational individuals invest in themselves when they see that private returns exceed private cost. Governments should invest in education that gives favourable social rates of returns. Their main function is to respond to the established pattern of demand for education. The second, and broader, view sees education not as a pure investment good, but as a powerful force that increases people's knowledge, changes their values and attitudes, and thus expanding their ability to absorb new technology. In this view, the expansion of educational opportunities is vital to the making of a modern society. Governments should provide education with the objective of creating a fully educated society — a society where everyone has at least six to ten years of formal education. They should create educational and training opportunities ahead of demand, with subsidies and compulsory schooling laws if necessary.     

Paedagogica Historica: trendsetter or follower?

This article considers the role Paedagogica Historica has played in stimulating new approaches in the history of education within the international community since the emergence of the new series in 1900. Particular focus is placed on the volumes published in the wake of ISCHE (International Standing Conference in the History of Education) conferences and the special issues, which the editors began to promote in 1990 as a way of highlighting innovative scholarship in the field. The article considers a total of 55 issues. In addition to a presentation of the diversity of topics addressed, the article assesses the following: editorial strategies to reach a broader public and connect with specialised networks internationally; efforts to achieve international ranking for the journal; the ways individual scholars or national communities showcase certain approaches or themes in the history of education. Finally, the article will consider the limits to the journal’s efforts to establish trends in our contemporary digital age.     

高校图书馆的服务创新

高校图书馆在知识时代应从思想观念入手 ,进行一系列的服务创新 ,才能立于不败之地 ,为学校的发展和复合型人才的培养 ,做出贡献。     

Translating Key Competences into the School Curriculum: lessons from the Polish experience

Over the last 20 years, Poland has gone through a major transition process in which the challenges for education in terms of new approaches to learning and teaching have been compounded by broader changes such as the democratisation of structures and processes and the major economic and social changes. This article is a case study that examines the early stages of significant shifts in the learning and teaching process, the stepped approach that was taken and the different international influences. It was decided to focus on the top-down, policy level actions in order to trace how influences have shaped current policy on outcomes-based approaches and key competences, which are increasingly implemented in schools today. The Polish education and training system has been through a complex series of reforms, many simultaneously. The introduction of outcome-based approaches and key competences is part of much broader reforms that have affected mindsets and attitudes by having addressed the structure of the system (e.g. the length of compulsory education), school governance, the roles of principals and teachers, teacher training, etc. Parents' expectations have evolved and students are growing up in a much more connected environment with Internet and social networks and an exponential development of access to ICT and the need for digital competences and a range of key competences for lifelong learning and work (Gordon et al., 2009). Although change has taken place at all levels and in all sub-sectors of the system, this article focuses on general education in primary and secondary schools.     

Correlations of achievement,completion, interest,and satisfaction for adult learners and reflections on the meaning of success for adult education

This paper discusses two important movements in higher education during the last decade: empirical analysis of educational outcomes and expansion of postsecondary educational opportunities for adults. Evidence is presented that indicates that many of the findings relating educational outcomes to background factors may not be important for adult open-learning programs. A discussion of the correlations that were significant is included as well as possible reasons why more significant findings did not arise. The paper then argues for a wider view of outcomes and a broader conception of success. Categories other than achievement, completion, interest, and satisfaction are presented. Among the student and institutional outcome measures discussed are educational and career development, personal development, community impact, and development of new knowledge.Much of this paper is based on an earlier presentation given at the AERA conference on correlates of success in nontraditional post secondary education in San Francisco, 1976. The author is particularly indebted to John Eggert for his substantive contribution and advice and council in the preparation of this paper. The University of Mid America (UMA) is Principally Funded by the National Institute of Education (NIE). The views expressed in this article do not necessarily reflect those of UMA or NIE.     

Digital analytics in professional work and learning

In a wide range of fields, professional practice is being transformed by the increasing influence of digital analytics: the massive volumes of big data, and software algorithms that are collecting, comparing and calculating that data to make predictions and even decisions. Researchers in a number of social sciences have been calling attention to the far-reaching and accelerating consequences of these forces, claiming that many professionals, researchers, policy-makers and the public are just beginning to realise the enormous potentials and challenges these analytics are producing. Yet, outside of particular areas of research and practice, such as learning analytics, there has been little discussion of this to date in the broader education literature. This article aims to set out some key issues particularly relevant to the understandings of professional practice, knowledge and learning posed by the linkages of big data and software code. It begins by outlining definitions, forms and examples of these analytics, their potentialities and some of the hidden impact, and then presents issues for researchers and educators. It seeks to contribute to and extend debates taking place in certain quarters to a broader professional education and work audience.     

Diverting a Crisis in Global Human and Economic Development: a New Transnational Model for Lifelong Continuous Learning and Personal Knowledge Management

Continued world‐wide economic and human development will require substantial leaps in access to learning, knowledge, and peers. A major expansion of capacity and efficiency in: (i) knowledge distribution, (ii) learner productivity, and (iii) teaching is required. A broader notion of personal knowledge management is needed ... one that will help knowledge workers obtain and maintain lifelong preparation for the global knowledge economy. Wholly new models for providing access to lifelong continuous learning and personal knowledge management are needed. The full spectrum of component functions and costs within traditional education systems are being unbundled so as to allow separate functions to be selectively retained and re‐designed independently, then reconfigured, alongside creative new functions. This article offers a new model for addressing these issues. The purpose is not so much to prescribe the best answer, but rather to offer a structure for thoughtful debate and for commercial testing in the international market‐place.     

后现代视阈中的教育

自19世纪末开始,为适应变化了的新知识现实,哲学界对以理性为主导的现代知识观进行了激烈的批判,逐渐凸现出一种后现代知识观。后现代知识观强调知识的开放性、相对性、动态生成性及个人主观经验的重要性。作为人文学科的教育也从中受到启示,对自身进行了反思,在教育目的、课程理念、教学过程、师生关系、教育评价等方面提供了一个全新的视角。     

论学习科学与素质教育

对素质教育的内涵的理解赋予了新意,从教育学的角度出发,对素质教育中的素质、知识、能力间的关系等几个问题提出了看法,并对素质教育与学习科学的关系进行了深入讨论。