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Michele Benjamin 《Learned Publishing》1997,10(3):243-245
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Michele S. Moses 《Journal of Philosophy of Education》2004,38(2):275-286
This essay examines the educational opportunities of people in poverty who receive social welfare assistance. The dominant political theory underlying social policy (including education policy) in the United States has evolved from 1960s and 1970s welfare liberalism into 1980s and 1990s style neo‐conservatism—a theory that embraces principles of the market and individual liberty as paramount social values. Against this backdrop, I review two recent books that provide compelling evidence for this turn and I call for increased understanding of the relationship between social welfare policies and higher education opportunities for those in poverty. 相似文献
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Michele Paule 《Gender and education》2015,27(7):744-758
The persistence of gendered learning myths in educational contexts and the wider imaginary continues to trouble feminist educational researchers and practitioners. The tracing of such myths and the categories they create through authoritative and elite discourses of the past suggests how they have functioned across different fields to preserve a hierarchised binary. Gendered myths seem to be lent authority by some of the more popular claims of contemporary neuroscience as they were by the nascent Victorian psychological sciences. Adopting Le Doeuff's [2003. The Sex of Knowing. Translated by K. Hamer and L. Code. London: Routledge] heuristic of identifying which attributes are absorbed into masculine intellectual legacies and which ‘cast off’ to women allows for a focus on patterns of privileging of learning discourses across the humanities and sciences, and the ways these are constituted in historical and contemporary contexts. 相似文献
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Steve Shann Michele Bauer Rachel Cunneen Jaki Troy Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462
There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens. 相似文献
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Innovative Higher Education - Anticipating the deleterious effects of pandemic mitigation protocols on faculty’s research and creative work, many universities introduced mechanisms for... 相似文献
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This paper examines the sources of Europe's lagging business R&D performance relative to the US, particularly the role played by missing young leading innovators in high technology intensive sectors in Europe. It investigates through econometric analysis differences in the rates of return to R&D of European and US large R&D firms. It finds that, while in the US, young firms succeed in realizing significantly higher rates of return to R&D as compared to their older counterparts, including in high-tech sectors, European firms fail to generate significant rates of return, even if they are Yollies and even if they are in high-tech sectors. These findings can at least partly explain why Europe has less R&D intensive young leading innovators in high technology intensive sectors. 相似文献
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