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41.
This paper explores the challenges of non-violence as an educational subject. Conceptually framed by nonduality, this cross-cultural conversation between Laozian and Deleuzian viewpoints articulates reforming non-violence into non-violencing within the educational discourse. Non-violencing is a shift that opens up space to theorise non-violence as open-ended, uncertain and dynamic. Seungho Moon utilises Laozi's Taoism to examine yin–yang cosmology to illustrate the continuum of violence/non-violence. Proceeding from the notion of non-action (wuwei, 無爲), he argues that non-violence is not the opposite of violence, but it is a form of active action by not doing. Charles Tocci draws from Deleuze to connect non-violence to the concepts of haecceity, minoritarianism and multiplicities. Together, both authors postulate that non-violence is not a thing. Instead, both authors consider it in its gerund form to be a particular kind of activity performed to prevent violence in whatever relational patterns it may take. This open-ended space created by non-violence facilitates imagining a fresh approach to human interactions. In promoting this cross-cultural conversation, the William Joiner Institute Teacher Initiative Project (TIP) is highlighted as an exemplary program emphasising the uncertainty, incompleteness and paradox of the violence/non-violence duality and non-violencing pedagogy. This cross-cultural, philosophical study will provide educators with salient epistemological and pedagogical frameworks with which to advance the field of non-violence education. 相似文献
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CHARLES DIXON 《Educational theory》1963,13(2):137-141
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Health counseling is a legitimate specialization that focuses on the development of skills and resources for optimal psychophysiological functioning (i.e., wellness). This emerging specialization, however, lacks the formal recognition required to advance within the developing interdisciplinary field of behavioral medicine. The authors address the problem and promise of professional recognition for health counseling. 相似文献
46.
The authors compared level of family-of-origin dysfunction of counseling and non-counseling master's-degree students. Counseling students' families had significantly higher levels of dysfunction, but counselors did not score lower in level of graduate adjustment. 相似文献
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LOUIS J. KRUGER CARY CHERNISS CHARLES A. MAHER HUGH M. LEICHTMAN 《Counselor Education & Supervision》1988,27(4):331-343
A behavior observation system was developed for group supervision. The observation system was designed to measure the occurrence of verbal problem-solving behavior during group supervision meetings. Reliability data were obtained from four counseling teams' group supervision meetings at a residential facility for youngsters with social and emotional problems. Interrater agreement based on occurrences of verbal behavior indicated that the observation system has adequate reliability for preliminary research. Possible directions for research with the observation system are delineated. 相似文献
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MELANIE E. RAWLINS CHARLES G. EBERLY LARRY D. RAWLINS 《Counselor Education & Supervision》1991,31(2):109-120
This instructional model infuses test interpretation with counseling techniques and theory. A process is outlined for teaching test interpretation by incorporating Neuro-Linguistic Programming patterns. 相似文献
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CHARLES BINGHAM 《Journal of Philosophy of Education》2006,40(3):357-369
This article looks into the workings of educational authority. While scholarly debate in education usually promotes authority as either good or bad, the same debate seldom asks questions about how authority works. This article is, then, an answer to the question ‘How?’ How does educational authority operate? It operates, it is suggested, in much the same way that literary authority operates. To make the case for educational authority as literary authority, the paper uses the philosophical work of Jacques Derrida and the literary work of Franz Kafka. 相似文献
50.
If school counseling is to continue as an ongoing dynamic profession, counselor educators must address their attention to the improvement of practitioner competencies as well as toward counselor preparation. The development of a program designed to accomplish both tasks must be dependent upon the needs of counselors, counselor educators, and considerations emanating from the environments in which they work. The purpose of this paper is to share one educational approach which can facilitate movement toward achievement of these desired needs. 相似文献