‘Where is the post‐modern truth we have lost in reductionist knowledge?’ A curriculum’s epitaph

This essay suggests a way for creating a curriculum for the future amidst the challenges of post‐modern uncertainty. Curriculum discourse in the past has been dominated by widely‐accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the holistic nature of life. The essay proposes a contemporary curriculum philosophy that is fundamentally heuristic, with a radically eclectic, contingent character.     

The subjective well-being of first-year tertiary students during an induction programme

This article describes the perceptions of first-year students’ subjective appraisal of ttheir wellbeing before, during and after participation in an induction programme at a higher education institution (HEI). Twenty-two first-year students participated in focus group discussions (FGDs) and semi-structured individual interviews. Thematic and interpretative analyses suggested shifts in the students’ levels of well-being: high before, low during, and increased after the induction programme. Low levels of well-being were linked to experiences of fear, feeling disrespected, and disillusionment with university life, leaders, and a perceived loss of autonomy, independency and social-relatedness. An increase in well-being was associated with social integration, support, the ability for self-reflection and perspective taking. Wellbeing is a relational and collective matter which is embedded in broader contexts. Therefore, historical legacies of oppression and inequality should be challenged through constructive debate, involving previously neglected voices intentionally; and creating opportunities for the expression of students’ needs and growth potential     

The Psychology of Bad Teaching

Abstract

The perception that Internet plagiarism by university students is on the rise has alarmed college teachers, leading to the adoption of electronic plagiarism checkers, among other responses. Although some recent studies suggest that estimates of online plagiarism may be exaggerated, cause for concern remains. This article reviews quantitative studies of student plagiarism over the past forty years, as well as academe's generally weak response. It also offers strategies for addressing cyber-plagiarism and argues that faculty should act as educators, rather than as detectives.     

Social position of special needs pupils in the classroom: a comparison between German special schools for pupils with learning difficulties and integrated primary school classes

The rejection of pupils with behaviour problems is a serious problem for inclusive education schools. Sometimes parents prefer special schools because they do not want their children to become outsiders in integration classes. Are they right? The study presented here surveys children with behaviour problems in integrated primary school classes and in special education schools. The main focus is the extent to which behaviour problems influence social relations within the classes. The findings indicate that German pupils with behaviour problems are not well liked. The comparison of special education classes and integrated primary school classes also shows, however, that this is not solely a feature of integrated classes. Pupils with behaviour problems are disliked in both systems, and to a comparable degree. This means that there may be some good arguments for special schools. But both systems—special schools and integrated school classes—have outsiders. Especially parents of pupils with learning difficulties and behaviour problems should know that there is no difference here between special education classes and integrative primary school classes.     

Workplace changes and workplace learning: advantages of an educational micro perspective

This paper analyses two perspectives, a macro and a micro perspective, on changes in the workplace in relation to workplace learning. It critically evaluates what kind of phenomena both perspectives can account for. Research from a macro perspective focuses on changes in economy or on organisational change. It helps to explore the role of lifelong learning and workplace learning in society as well as to define required competences in different professions. Research from a micro perspective focuses on individual reactions to changes in one’s own workplace. It helps to explain how changes in daily work affect knowledge and skills on the individual or group level. It is argued that the micro perspectives is advantageous if educational goals are pursued which aim at fostering workplace learning and competence development. Examples for empirical research are provided which illustrate the potential of a micro perspective on workplace changes and workplace learning.     

Children's media use in Indonesia

This article explores how Indonesian children have integrated media into their daily lives: media ownership at home, media uses, and gratifications sought, are discussed, as is the way in which gender and social-status influence the children–media relationship. Survey data of Jakarta-based children aged 9–15 (N=589) reveal that Indonesian children live in a media saturated environment, with high availability of media platforms in their homes and bedrooms. Similar to children in the US and Europe, children in Jakarta spend considerable amounts of time on a wealth of media platforms and experience multiple gratifications from using multiple media. Gender differences persist in that boys tend to be more into gaming, while girls focus more on communication aspects. High social-status children tend to have more media at their disposal in their bedroom, especially electronic games, computers, and Internet connections. Television is still prominent in the media menu of today, but mobile phones are ready to take its place in the near future.