Some Antecedents of Educational Philosophy in Britain with Particular Reference to Social Science

It would be convenient to pretend that the histories of educational philosophy in Britain and, by extension, the USA and Australia, were responses to a common social and intellectual history but convenience in this case could only be accomplished at the expense of explanatory power. The history of educational philosophy in these three places is parallel but not in common. Philosophy of education in Britain is more closely related to philosophy than is philosophy of education in the USA. Philosophy of education in the USA appropriated the lead of the American Social Science Association and initially retained closer connections with social science than did its English counterpart. Nevertheless, it is argued here that educational philosophy's reference to social science—Victorian and modern—is the missing explanatory element in modem histories of the discipline. The appropriation of education by social science—a common feature of the intellectual history of education in Britain, Australasia, and the USA—leavened the research agenda of educational philosophy in Britain. Peters’ educational work can be best understood as an attempt to reunite education with moral philosophy such that the study of education would resume a profile similar to its nineteenth‐century counterpart, when it was moral philosophy that provided the most interesting discussions of human nature, primitive customs, and social institutions—education among them.     

决不言“小”

这些运动员证明,并非只有个子高才会表现出色。你是否曾经因为个子矮小而经历过困难的时光?这种情况时常会发生在运动场上。在很多运动项目中,教练和观众们往往认为你长得     

Finding the skills for tomorrow: Information literacy and museum information professionals

This paper presents results from 21 semi-structured interviews with museum information professionals who were asked about their experiences working with information resources, tools, and technologies in museums. The interviews were analyzed to develop an understanding of the information literacy skills of museum information professionals. This paper presents the results of this analysis, and discusses the state of information literacy in museums, and the increasing need for museum information professionals to possess information literacy skills. The results illustrate how information literacy is defined by information professionals in museums, and how perceptions of information literacy and its importance to museums have changed over time.     

Distinguishing Two Stages of Mathematics Conceptual Learning

In this theoretical article, we distinguish two stages of learning a new mathematical concept – participatory and anticipatory. We use a recently developed mechanism for explaining mathematical conceptual learning – reflection on activity-effect relationship – as well as von Glasersfelds tripartite model of a scheme, to explain qualitative distinctions between the two stages. We use this distinction to explain why instructional interventions (including inquiry-based approaches) may not bring about the intended instructional goals.