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Fredda Blanchard‐Fields Julie R. Brannan Cameron J. Camp 《Educational gerontology》2013,39(6):497-503
Contexualistic and integrative approaches to the concept of wisdom are discussed. The evolution of the concept of wisdom from an independent construct of intelligence to a component of intelligence (i.e., practical intelligence) is presented. It is argued that wisdom can be operationalized as the ability to integrate cognition and affect. In other words, both logical, rational and affective, experiential modes of knowing are recognized as equally valid and taken into consideration in social reasoning contexts. A methodological illustration of the integrative approach is presented in the form of an ongoing study investigating real‐world problem solving in adolescents as well as young, middle‐aged, and older adults. Implications for adult education are discussed. 相似文献
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Young Children, Environmental Education, and the Future 总被引:2,自引:0,他引:2
Julie Davis 《Early Childhood Education Journal》1998,26(2):117-123
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John Dwyfor Davies John Lee Keith Postlethwaite Jane Tarr Gary Thomas & Wan Ching Yee 《British Journal of Special Education》1999,26(3):130-135
As a high proportion of special schools 'fail' their inspections, the DfEE commissioned researchers from the University of the West of England (UWE) to examine post-inspection improvement. Can other schools learn from the 'best practice' identified? John Dwyfor Davies, John Lee, Keith Postlethwaite, Jane Tarr and Wan Ching Yee (all of whom lecture and research at UWE) and Gary Thomas, now Chair of Education at Oxford Brookes University, report on their findings, which point strongly to the need for good target-setting and monitoring, together with strong support. 相似文献
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Pat Davies 《Higher Education Quarterly》1999,53(2):141-155
This article explores the largely negative view of part-time higher education in contemporary policy discourse and the academic community. It presents the available data and re-interprets it in a positive way demonstrating that part-time students are not only in the (silent) majority but represent a model of lifelong learning, generate significant income for the universities and represent a resource of great potential for higher education. However, it concludes that there remains an outstanding research agenda and policy debate before its full potential can be realised. 相似文献
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Journal of Science Teacher Education - 相似文献
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Journal of Science Teacher Education - 相似文献
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