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ANNA‐LOVA OLSSON 《Journal of Philosophy of Education》2018,52(1):163-177
Higher education as a personal, intellectual and moral cultivation is a longstanding ideal that is constantly challenged by the view that education is merely the development of specific skills for vocational and personal success. Much research argues that the latter understanding makes education a technical affair that creates an egocentric emphasis on the individual students’ ambitions and desires. This article joins in the defence of the former ideal by enquiring into the moral dimensions of education. This is done by turning to Iris Murdoch's idea of moral transformation, with a specific focus on the idea of unselfing. The main argument is that unselfing is a transformative process characterised by a growing attunement to the surrounding world, and the interconnectedness of goal and process is emphasised. Also, to gain a deeper understanding of what unselfing entails I turn to the idea of attention. It is understood as having a specific direction, outward from the egocentric, and as enabling unselfing. The article concludes by suggesting that unselfing can offer a challenge to (higher) education as it entails a moment of letting go of plans and narratives, and of surrendering to the influence of an existence that exceeds the individual. This moment is of relevance to education as it is crucial to the possibility of growing as a moral being as it cultivates a moral manner of relating to others. 相似文献
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Gaowei Chen Jiahong Zhang Carol K. K. Chan Sarah Michaels Lauren B. Resnick Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. 相似文献
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采用文献资料法、问卷调查法、访谈法、数据统计法研究我国高水平网球运动员的特质焦虑特征。研究表明:我国高水平网球运动员的认知特质焦虑各维度水平与其训练年限、文化程度、性别等密切相关,高水平网球运动员认知特质焦虑中的对方实力焦虑、失败焦虑和受伤焦虑显著低于普通运动员,比赛准备焦虑较普通运动员高。 相似文献
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周驰 《山东体育学院学报》2005,21(5):30-32,36
从如何进一步深化中国足球管理体制改革的角度出发,采用文献资料法、专家访谈法、比较研究法、逻辑推理法等社会学研究方法,深入细致了解了中国足球协会各会员协会发展现状,分析了中国足球协会会员协会实体化改革所取得的成绩和存在的问题,并结合国外足球协会管理经验,提出了我国足球协会实体化改革的发展对策。 相似文献