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141.
Academic Hiring Policies and Projections: A Survey of CACREP- and APA-Accredited Counseling Programs
JAMES R. ROGERS JANET A. GILL-WIGAL MARIE HARRIGAN JODI ABBEY-HINES 《Counselor Education & Supervision》1998,37(3):166-178
This study investigated 84 counselor education and counseling psychology programs to determine the academic hiring policies and projections for employment in the next 10 years. 相似文献
142.
JAMES MACALLISTER 《Journal of Philosophy of Education》2016,50(4):524-537
In this article I revisit MacIntyre's lecture on the idea of an educated public. I argue that the full significance of MacIntyre's views on the underlying purposes of universities only become clear when his lecture on the educated public is situated in the context of his wider ‘revolutionary Aristotelian’ philosophical project. I claim that for MacIntyre educational institutions should both support students to learn how to think for themselves and act for the common good. After considering criticisms from Putnam, Wain and Harris I conclude that MacIntyre's later work points towards an idea of educated ‘community’ that is more outward looking and open to difference than his earlier articulated idea of an educated ‘public’. 相似文献
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JAMES C. CONROY ROBERT A. DAVIS PENNY ENSLIN 《Journal of Philosophy of Education》2008,42(Z1):165-182
The purpose of this article is to suggest how philosophy might play a key, if precisely delineated, role in the shaping of policy that leads educational development. The argument begins with a reflection on the nature of confidence in the relationship between philosophy and policy. We note the widespread resistance to abstract theorising in the policy community, disguising the enormous potential of a philosophical approach. Defending a philosophically equipped approach to policy, which is inevitably theoretically laden, we argue that philosophical investigation should be construed not as an initial step anterior to the task of research, but as a way of standing in relation to evidence and policy making throughout the process of investigation and adjudication. To illustrate the distinctive contribution philosophy can make, we propose five interrelated stages where philosophical thinking plays a constitutive role in the full process of policy development, critique and instantiation. 相似文献
148.
JAMES SCOTT JOHNSTON 《Journal of Philosophy of Education》2007,41(2):233-245
In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant's moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we rely heavily on the stock of rules, norms, duties and laws that is extant in our social life. We use these as frames that are already influential in the role and scope of our anticipated moral action. We deliberate primarily by forming a maxim (principle) that must have the consent of all. We do so only occasionally, as the existing stock of rules is already in operation, helping us to reject out-of-hand outlandish or egregious maxims. Finally, I discuss, in very cursory form, some educational approaches based on this way of conceiving Kantian moral theory. 相似文献
149.
Lifelong Learning within HE in The Netherlands 总被引:1,自引:0,他引:1
MARJA VAN DEN DUNGEN 《European Journal of Education》2009,44(3):339-350
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