Practical Knowledge,Performance, and Physical Education

This paper is based on the premise that physical education as a practical subject on an educational curriculum is often undervalued because the concept of practical knowledge is not sufficiently understood. Explanations that rely on either propositional knowledge or on practical reasoning are inadequate. A critique is given that exposes “knowing how” as an ambiguous concept. It is argued that the performance itself counts, judged against the public standards of excellence that a particular physical education activity demands. Practical knowledge, it is concluded, is a legitimate kind of knowledge where there will be evidence of intentional action and learning and where there will be an implicit, as well as an explicit, dimension.     

实践知识与教师教育教学改革

实践知识已经成为教师专业发展的重要知识类型,从教育目的的实践导向性、教学内容中实践知识的丰富性以及教学方法的实践性来看,教师教育应该转变教学观念、重组教学内容和变革教学方法,丰富教师实践知识,提升教育教学能力。     

Human Life,Rationality and Education

In this paper I explore the prospects of a Neo-Aristotelian position—according to which the difference between the human species and non-human animals is a difference in ‘form’—in the context of the question of how the human form of life is related to the idea of education. Two interpretations of this idea have been suggested by contemporary Neo-Aristotelian philosophy that offer contrasting accounts of the role played by education. According to the first, the idea of a formal difference goes with a notion of potentiality, according to which the distinctiveness of the human is mainly a product of education, and hence a matter of second nature. According to the second, the idea of the human is the idea of a formally distinctive kind of first nature that explains the very possibility of education. I maintain that both interpretations do justice to an important aspect of human life yet fail fully to grasp the significance of the notion of ‘form’ that they employ. I argue that to embrace the insight that the difference of the human is a difference in ‘form’, we must think of the human as a form of life whose very concept contains the concept of education. The concept of education, I argue, is a logical concept, contained in the concept of life that it describes.     

理性、非理性与学校教育

"理性"的讲法可以表达多个概念,"非理性"的讲法也可以表达多个概念,研究理性或非理性教育首先要搞清这些概念.批评理性主义教育讲得最多的是"灵感"、"感情"和"意志"等问题.事实上,有些灵感有益,有些灵感有害.感情和意志可以是理性的,也可以是非理性的.稍微认真的分析可以使我们对理性主义教育有一些新的认识.用非理性的方法进行教育会遇到很多困难,兼用理性和非理性的方法进行教育则会遇到更多困难.     

论MPA教育中的价值理性和工具理性

认为MPA教育的教育目标、办学思路、课程设计和教学管理中既展示了价值理性,也包含有工具理性,但在实际运行过程中,MPA教育的工具理性显得更为突出,这导致了一系列问题的出现。提出有必要以价值理性为主导,以工具理性为载体,重构MPA教育,使之全面发展。     

论职教课程中理论知识与实践知识的结合点

整合技术理论知识与技术实践知识是职业教育课程理论与实践的重点和难点.目前关于这一问题的普遍观点是,以工作任务为中心来开发课程.但是这一观点仅仅提供了整合技术理论知识与技术实践知识的外部框架,要真正实现这一整合,还必须找到二者在工作过程中的结合点,这一结合点是实践性问题.     

论增进实践性学识的高等教育研究方法

高等教育研究要回归高等教育生活世界,解决实践问题,增进实践性学识。实践性学识具有内隐性、非系统性和缄默性等特点,获得实践性学识主要通过行动研究的方式进行。因此,质的研究是增进实践性学识的主要研究方法论,实地研究是其主要研究方式;在具体研究方法与技术上,主要通过观察、访谈、调查来收集资料,通过理解来分析资料,通过教育日志、教育叙事、教育案例、教育反思、教学课例等形式来整理资料和表达研究成果。     

试论毕摩与梯玛的现实基础及合理性

就其基本的社会角色而言,彝族的毕摩和土家族的梯玛都是各自民族中宗教活动的主持者。虽然毕摩和梯玛在一定的历史条件下具有积极意义,但他们所体现出来的价值取向与当代世界崇尚科学和民主的唯物主义、人本主义精神不相协调。在我国现代化建设的过程中,毕摩和梯玛的进步作用正逐渐丧失,毕摩和梯玛存在的现实基础日益削弱、合理性正在减少。     

理性的教化与教学的理性化

本文分析了我国现行教育目的包括教学目标中“理性”范畴的缺失、根源及危害，提出了要重视对学生进行理性教化的主张，阐释了当代理性教化的具体内涵，将教学的理性化作为理性教化的基本途径，并就理性教化与教师素质的关系问题作了简要探讨。     

论地方性知识及其局部合理性

经典认识论具有非文化中性、语境无涉和覆盖面过窄的特点。因此,有必要进一步探讨不同文化的地方性知识,扩展认识论的研究领域。首先,在认识论、文化人类学、知识社会学和科学哲学相关研究的基础上,地方性知识概念的内涵可以被概括为:它是文化的一个组成部分,具有社会-文化语境相关性和本土文化空间内嵌性等特点,以及评述和适应环境的功能。其次,从描述性辩护和规范性辩护两条途径为地方性知识的局部合理性辩护,进而表明对于它在其中产生的文化社群及其语境而言,地方性知识是能够被社群接受、满足需求、适应环境的恰当手段,而没有任何出于他文化的理由可以拒绝这种局部合理性。最后,我们提出一个面向地方性知识的跨学科研究领域:地方化认识论。     

The Place of Practical Knowledge in Research in Art and Design Education

This article explores the changing relationship between research and professional practice in art and design. The basis on which practical studio-based work is recognised as research activity is critically examined and recent influences on research degree programmes in the UK are discussed. A conceptual framework is proposed within which the contribution of research of this kind to the advancement of knowledge can be articulated. Finally, this article identifies some of the wider implications of this approach to research.     

Knowledge,Labour and Education

In an emerging knowledge-based economy, the rationale for how resources are organised, value is created and, in turn, how value is converted into power will change radically. Educators, in particular, can play a central role in negotiating these power shifts. This paper examines the impetus behind the shift. In so doing, production is examined as to how it creates value and how that changes our work and learning environments. Emerging definitions of education, value, labour and knowledge are discussed in light of these changes. Finally, resultant social, political, production and structural changes are examined.     

试论实践合理性作为评价论概念的本质

实践合理性在概念本质上是评价论概念。这一本质集中体现在：它即是关于“实践”的事实陈述，又是关于“实践”的价值判断。问题的关键在于“合理性”既有“事实词项”的意义，又有“价值词项”的意义。