Reflections on teaching research ethics in education for international postgraduate students in the UK

Research ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a key tension explored in this article: how the imperative of internationalising the curriculum conflicts with hegemonic codes of conduct regarding research ethics that seem resistant to change. The framework of threshold concepts is applied to the teaching and learning of research ethics in education not, as is usual, to identify such concepts, but to draw attention to the critical role of the intersection between learner and curriculum and how institutional expectations need to be re-appraised.     

“如境”教育观的生成与构建

在当今的"互联网+"时代,教育思想更加多样化,多种教育观并存,冲突加大。多种教育主体共同对每一个人产生着碎片化的作用,整个教育生态发生了巨大的变化,亟待具有跨界融合的教育观来引导和弥合教育观间的冲突,让家庭、社会、学校教育更好形成合力,变碎片化教育为系统化教育。本文跳出传统的教育视角,创新提出了教育就是助人(自己)通往更高的境界的简称"如境"的教育观。构建了四重境界,提出"登山视野"模型。为解决现实教育问题提供思路。     

问题解决理论视角下师生冲突的处理

问题解决作为心理学一个重要的理论概念,对于处理师生冲突有重要的启发意义。将师生冲突看作是问题来解决,其影响因素有专家与新手的区别、知识表征方式、定势、功能固着、教师处理冲突的动机、教师的情绪、师生之间的关系等七个方面,师生冲突的处理过程可以借助问题解决的步骤来进行,同时问题解决过程中所运用的策略也有助于师生冲突的处理。     

Effect of the kinesthetic conflict on promoting scientific reasoning

The importance of the kinesthetic-cognitive conflict (bodily experience that contradicts cognition) in the development of thinking is rooted in Piaget's theory. This article presents three studies which demonstrate the efficiency of the kinesthetic conflict in promoting the understanding of three scientific concepts among children aged 5–12. The first study examines the effect of the kinesthetic conflict on promoting the concept of length in children aged 4.5–5.5 years; the second study compares the effect of four types of cognitive conflicts—two physical ones (visual and kinesthetic) and two social ones (between peers and between children and adults)—on promoting the concept of balance among children aged 5–6 years; and the third study compares the effect of the kinesthetic conflict with the visual conflict on promoting the concept of speed among sixth graders. In all three studies, the kinesthetic conflict was found to be the most efficient in causing a significant cognitive change. The results support Piaget's theory which determines that scientific thinking begins with the sensomotoric experience of the physical surroundings. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 1083–1099, 1997.     

透析教师初次接触新课程改革所面临的冲突

新课程改革是一个整体性的变革,教师不光要面临对自身专业的挑战,还要应对文化和制度压力。初次接触新课程改革,教师要想实现"原我"到"新我"的蜕变,会面临由"改革—个人—情境"张力导致的专业冲突、文化冲突和制度冲突。专业冲突表现为新旧教育理念与新旧教育行为两方面的差异;文化冲突表现为考试文化与改革理念的不一致,教研员的标准与大学教授的标准的不一致;制度冲突表现为以"分"为本的评教冲突,以"事"为主的教研冲突,以"忙"为主的时间冲突。     

马克思主义利益观与非直接利益冲突的化解

马克思主义利益观有着十分丰富的内涵,至今仍闪耀着时代的光芒。用马克思主义利益观透视非直接利益冲突,不难发现：“非直接利益冲突”根源于现实利益冲突,本质上是一种现实利益的冲突博弈;大力推进社会建设,着力改善民生,切实解决好关系群众切身利益的现实问题,化解“非直接利益冲突”背后的利益矛盾,实现利益和谐,才能从根本上化解“非直接利益冲突”。     

Novice online educator conceptual frameworks: a mental model exploration of mindful learning design

This research study explores the relationship between the socio-cognitive concept of mindfulness and university educators’ learning design conceptualisations. The multi-method research strategy utilises a concept-mapping exercise to reveal learning designer mental models for comparison with Langer Mindfulness Scale scores and critical event interviews to further illuminate the conceptualisations and factors that impact educators’ thinking when designing online units. Research participants were asked to create a concept map of their learning design and to be mindful of concepts incorporated into a Graduate Certificate of Tertiary Education. The analysis highlights some congruence between educators’ mindfulness dimensions and their learning design conceptual frameworks. The mindfulness scores appear to indicate a propensity to be more mindful in designing curriculum, as indicated by participant concept maps, yet not necessarily towards the adaptive use of technology or learner/activity-based pedagogies. The authors suggest metacognitive strategies to encourage learning design reconceptualisation.     

CONSTRUCTING KNOWLEDGE ABOUT THE NOTION OF LIMIT IN THE DEFINITION OF THE HORIZONTAL ASYMPTOTE

Processes of knowledge construction are investigated. A learner is constructing knowledge about the notion of limit in the definition of the horizontal asymptote. The analysis is based on the dynamically nested epistemic action model for abstraction in context. Different tasks are offered to the learner. In her effort to perform the different tasks, the learner encounters a situation of conflict between her concept image of the horizontal asymptote and the concept definition. The model of abstraction in context is used to analyze two new constructions of knowledge for the learner, which permit her to reconsider her concept image and to conceptually understand the definition of the horizontal asymptote.     

当代我国中小学家校冲突的原因分析与应对建议

家校冲突是我国社会关注的热点问题。如何正确认识中小学家校冲突并采取措施有效解决是我国教育亟待解决的问题。该研究通过对家校冲突的原因进行深入分析,认为家庭和学校在家校合作的权责上划分不明确、家校互动相关的制度不够健全、家庭与学校对利益共同体的认识不足、家庭与学校在教育理念上存在分歧和家庭与学校在情感上没有相互信任等物质性和非物质性因素都是造成家校冲突的原因。在此基础上,该研究对于家校冲突的解决和预防提出了相应的应对建议。     

Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students’ views

Abstract

This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of ‘ownership’ are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: Can ownership rights and environmental protection come into conflict? Students’ responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.     

知情权与隐私权的冲突与衡平

现代社会,随着法制化进程的不断深入,知情权和隐私权由于其内涵的对立性和外延的模糊性而冲突不断并愈演愈烈。知情权与隐私权的冲突大体分为知政权与国家机关工作人员隐私权的冲突、社会知情权与公众人物隐私权的冲突、法人知情权与雇员隐私权的冲突以及公民个人信息知情权与其他公民隐私权的冲突。对于不同的冲突应区别对待,通过衡平以期使二权和谐运行。     

"集体行动"研究中的概念谱系

在中国当前各类研究社会矛盾或冲突的文献中,有一组具有"家族相似性"的概念,如"集体抗争"、"维权行动"、"群体性事件"、"社会冲突""社会运动"、"集体行动"等,而且每一个概念又往往包含一系列的子概念。学者们在阐述自己所使用的概念时,往往坚持该概念在内涵或研究方法上的独特性。本文认为这些概念本身在逻辑或经验意义上有明显的不足,而且这种研究现状,不利于研究者们之间的学术对话或交流。因此,本文在对这些概念进行必要的梳理或评估的基础上,试图提出基于利益表达的"集体行动"概念,并认为它是契合当前中国情境的研究社会矛盾或冲突的一个统摄性、规范性和学理性概念。     

新课程实施中学校组织文化之冲突与消融

学校组织文化是指学校在特定环境和历史条件下所形成的以价值观为核心的信念、作风、规范、仪式等精神现象。新课程的实施需要在学校中形成一种新的为全校师生所认同的、以价值观为核心的行为准则、道德规范等,也就是要重建学校文化。新文化的重建与旧文化习惯之间由于价值观、行为规范和科目间的概念系统等方面的差异,必然会引起冲突,认识并消融这种冲突是新课程实施的有力保障。     

Conflict-Related Emotions During Peer Disputes

The aim of this study was to investigate young children's conflict emotions during peer disputes. Twenty-seven 4- to 5-year-old children participated in four 15- minute sessions in which groups of 3 children played with table toys. Videotapes of these sessions were used to identify all conflicts and conflict roles (initiator, recipient, and observer) and all conflict-related displays of facial emotions (using the AFFEX coding system). Results indicated that initiators', recipients' and observers' emotions differed in the conflict and postconflict periods, but that there were no initial preconflict differences. Overall, conflict initiators almost exclusively expressed happiness, whereas conflict recipients expressed mostly sadness and anger. In addition, children's conflict emotions were related to the frequency with which they initiated and received conflicts. Children who expressed higher percentages of negative emotions as conflict recipients both initiated and received more conflicts, and children who expressed more happiness when initiating conflicts also initiated more conflicts. These findings have implications for how young children develop methods of conflict resolution, and how they form concepts about sociomoral emotions.     

Conflict-Related Emotions During Peer Disputes

The aim of this study was to investigate young children's conflict emotions during peer disputes. Twenty-seven 4- to 5-year-old children participated in four 15- minute sessions in which groups of 3 children played with table toys. Videotapes of these sessions were used to identify all conflicts and conflict roles (initiator, recipient, and observer) and all conflict-related displays of facial emotions (using the AFFEX coding system). Results indicated that initiators', recipients' and observers' emotions differed in the conflict and postconflict periods, but that there were no initial preconflict differences. Overall, conflict initiators almost exclusively expressed happiness, whereas conflict recipients expressed mostly sadness and anger. In addition, children's conflict emotions were related to the frequency with which they initiated and received conflicts. Children who expressed higher percentages of negative emotions as conflict recipients both initiated and received more conflicts, and children who expressed more happiness when initiating conflicts also initiated more conflicts. These findings have implications for how young children develop methods of conflict resolution, and how they form concepts about sociomoral emotions.     

青春期亲子冲突与良好亲子关系的建立

青春期是亲子冲突的高发期,亲子冲突的激化尤其是对抗性的亲子冲突的发生,会严重影响亲子关系,伤害亲子双方的身心,阻碍家庭的发展。青春期亲子冲突呈倒U形,这一现象的实质,往往是亲子双方心理关系、角色关系、伦理关系的冲突。亲子冲突具有不可忽视的正向功能,家长要处理好青春期亲子冲突,协调好亲子关系必须灵活地运用冲突管理的策略,树立合理的亲子关系观。     

Relational Variables and Life Satisfaction in African American and Asian American College Women

The authors explored associations among relationship harmony, perceived family conflicts, relational self‐concept, and life satisfaction in a sample of 169 African American and Asian American college women. As hypothesized, higher relational self‐concept, or the extent to which individuals include close relationships in their self‐concepts, and relationship harmony scores were predictive of greater life satisfaction, whereas perceived family conflict was associated with lower life satisfaction. Implications for counseling African American and Asian American college women are discussed.     

CURRICULUM RESEARCH IN SWEDEN IV‐‐THE GYMNASIUM AND PRE‐UNIVERSITY EDUCATION

Fifty‐six children between the ages of two years four months and four years ten months were given tests relating to the acquisition of both ‘specific’ and ‘generic’ concepts. Several tests of concept acquisition (HAPCAT) ^{1 1}The tests may be obtained from the NFER (Guidance and Assessment Service) to whom inquiries should be addressed. were devised by the authors utilizing pictures drawn on card. A number of the children (N=29) were also given some ‘Piagetian questions’ concerning class inclusion.

The results conflict with the widely held view (following the writing of Jean Piaget) that preschool children cannot form generic concepts. Nearly all the children were able to identify the specific concepts as presented in the HAPCAT items and about half the group responded appropriately to the HAPCAT items involving an understanding of generic concepts. There was a clear and statistically significant relationship between the number of correct answers given to the HAPCAT items and the age and ability levels of the children. This was not the case, however, with the Piagetian test questions which showed no discriminatory power in these respects. It is argued that the Piagetian questions do not represent a sensitive or meaningful measure of concept acquisition at this age level whereas the HAPCAT items do appear to present pre‐school children with intelligible tasks which allow many of them to demonstrate an understanding of generic concepts involving class inclusion.

     

Toward a Postmodern Notion of Human Rights

Abstract

A central element of Richard Peters’ philosophy of education has been his analysis of ‘education as initiation’. Understanding initiation is internally related to concepts of community and what it may mean to be a member. The concept of initiation assumes a mutually interdependent, dynamic relationship between the individual and community that claims to be justified on cognitive, moral and practical grounds. Although Peters’ analysis is embedded in a different discourse, his insights are relevant to current discourse on the individual in community. A fruitful conversation can be developed between Peters’ account of the learner’s ‘initiation’ into ‘bodies of knowledge and awareness’ and Alasdair MacIntyre’s concept of ‘practices’; and how both assume a notion of ‘tradition’ within partly overlapping accounts of ‘community’. Secondly, I will consider how ‘initiation’ touches the concept of ‘social justice as membership’ developed by current philosophers, Michael Sandel and Michael Walzer, and what import Peters’ analysis has for different degrees of active and passive membership and participation. Thirdly, I will consider Charles Taylor’s ‘social imaginary’ as a contextual framework for processes surrounding ‘education as initiation’. This article does not argue that Peters’ concept of initiation cannot be contested at some points but rather that it can inform, and be informed by, the conversation with those who contend that community is itself a good essential for human flourishing.     

工程项目监理方与承包方冲突来源、分类及管理

监理方与承包方冲突对项目影响很大。监理方与承包方的关系取决于他们自身的功能属性,包括监理职能、合约关系、工作关系等。双方关系的异化常常导致冲突,科学辩证看待双方关系能有效减少冲突。监理方和承包方冲突的来源大致可以分为项目质量冲突、进度冲突、成本冲突及安全文明施工冲突等几个方面。按照已有的冲突成因和属性标准对所列冲突事件进行分类,分类结果为全面客观认识冲突提供了多个视角。冲突的自我管理和他人管理是双方冲突管理的主要应对方式。