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31.
Jim MacKenzie 《Journal of Philosophy of Education》2000,34(2):209-228
In this paper I show that literacy is not, as is often thought, a necessary condition for civilisation; argue that it was not, as often thought, the crucial factor in enabling the modern world to emerge from earlier civilisations; report the disadvantages of literacy as expressed by Plato's character Socrates and Milne's character Piglet, and look at the relation of literacy to reasoning and to philosophy; trace the role of the idea of literacy in the nineteenth century protocol for creating national cultures, and speculate on further developments in the same line; and then discuss its role in the modern economy and in the future. 相似文献
32.
While extensive discussion has been devoted to internationalising the curriculum in a response to the presence of international students, little is known about how academic staff members perceive the presence of this student cohort. Using data collected through semi‐structured interviews with 80 academic staff from four different faculties in one higher education institution, this study investigates staff understanding regarding international students, with particular attention given to how disciplinary differences shape their responses. Findings indicate that staff from ‘soft’ and ‘hard’ disciplines hold different instructional beliefs, which then affect their teaching and learning practice. Discussions are provided on how these differing conceptions of teaching fit into the context of academic development with respect to international education. 相似文献
33.
ABSTRACTIn this paper we examine digital literacy and explicate how it relates to the philosophical study of ignorance. Using data from a study which explores the knowledge producing work of undergraduate students as they wrote course assignments, we argue that a social practice approach to digital literacy can help explain how epistemologies of ignorance may be sustained. If students are restricted in what they can know because they are unaware of exogenous actors (e.g. algorithms), and how they guide choices and shape experiences online, then a key issue with which theorists of digital literacy should contend is how to educate students to be critically aware of how power operates in online spaces. The challenge for Higher Education is twofold: to understand how particular digital literacy practices pave the way for the construction of ignorance, and to develop approaches to counter it. 相似文献
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MacKenzie D 《New scientist (1971)》1984,101(1398):3-4
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Kate Stepleton Sarah McMahon Cathryn C. Potter Michael J. MacKenzie 《Journal of College Counseling》2019,22(1):56-69
Using survey data from a large, public university, the authors examined the relationships of precollege sexual violence experience to revictimization and disclosure. Among victims of campus sexual violence, those with prior sexual victimization were no more or less likely to disclose to campus resources and were less likely to disclose to peers. Results suggest that institutions need to be prepared to support students with a range of victimization experiences. There is also a need for earlier and expanded sexual violence education and awareness efforts. 相似文献