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PAUL STANDISH 《Journal of Philosophy of Education》1991,25(2):171-182
ABSTRACT Behaviourism and instrumentalism continue to exert an important influence in education. Its discourse is infected with scientism, especially in the language of curriculum design and methodology. Theory and practice are peculiarly impervious to criticism from philosophy of education: however pertinent and accurate this may be, it seems to fail to reach the heart of the problem. This paper looks for a different approach. An apparent digression (into another form of educational discourse) is used to provide an alternative focus for criticism. This exposes problems in conventional analyses and presents a new basis for questioning the health of educational discourse. 相似文献
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The Research Community ‘Philosophy and History of the Discipline of Education’ was established in 1999. The academics involved in this worldwide network share the belief that there is a place within the discipline of education for so-called foundationalist approaches. This is not, however, to answer a need for a (new) foundation, but to systematically study a particular area from a discipline-oriented stance. This paper details the reasons for establishing this collaborative research, develops the rationale behind the various topics that were addressed, and pays particular attention to ‘method’, to Wittgenstein's ‘picture’ metaphor, and to Ankersmit's ‘intertextuality in history’. For two decades annual meetings provided the opportunity to enable a deeper understanding of the many kinds of educational research. The ‘output’ can be found in articles and special issues of journals and in twelve edited collections. Finally, the suite of papers appearing in this issue is introduced. Another suite will appear in issue 5 of the 2020 volume of this journal. 相似文献
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PAUL H. WILBUR 《Journal of Educational Measurement》1970,7(3):161-163
Investigations of positional response set in examinees of multiple-choice items have shown conflicting results. This study attempted to clarify this controversy. Over 1000 subjects were assigned at random to one of nine forms of a specially prepared vocabulary test. The difference among forms related to the position of the correct answers and the most popular distractor as determined by prior administrations of the test. The forms of the test were constructed so that if a universal positional response set existed, it would manifest itself as a difference of means of scores obtained on selected items dispersed throughout each of the different forms. The results of the analysis of variance showed no significant evidence of interindividual positional response set. 相似文献
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One hundred-Fifty American Indian and fifty non-Indian 11th- and 12th-grade students were surveyed to assess self-reported problem areas and persons perceived as potential sources of help. Problems indicated by Indian students in metropolitan, rural, and boarding schools are noted, as well as those of non-Indian students. Problems likely to be discussed with counselors or with significant others are identified and different patterns of persons nominated as providing help are described. Although we caution against over-generalization, the findings are intended to increase the understanding of those concerned with training counselors to work with Indian youth. 相似文献
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MARCO SNOEK GAVIN BALDWIN PAUL CAUTREELS TORSTEN ENEMAERKE VALERIE HALSTEAD GILLIAN HILTON 《欧洲师范教育杂志》2003,26(1):21-36
In this paper four scenarios are presented which illustrate possible futures of teacher education in Europe. These scenarios are the result of a project of Research and Development Centre 19 of the Association for Teacher Education in Europe. 1 The four scenarios differ from each other in their emphasis on four driving forces: pragmatism, idealism, individualism and social coherence. Each scenario is described in terms of characteristics of society, education and teacher education, roles of teachers and teacher educators, and is illustrated in a short scene. 相似文献
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Educational research as an academic field can be understood as a network or group of networks and, therefore, to consist of interconnected nodes that structure the way the field operates and understands its purpose. This paper deals with the nature of the induction of postgraduate students into the network of educational research that takes place through research methods courses, the textual domain, the professional and social practices involved in collaboration, conferences and publication. The consideration of this in the light of Gilles Deleuze and Félix Guattari's (1988) writings on smooth and striated space problematises the notion of flows provided by Manuel Castells' (1996) understanding of networks and, by resisting the dualist simplification in terms of which the field is often discussed, offers an alternative account of how the nature of thought and practice governs the route between nodes in the network. This enables consideration of the nature of thought in relation to academic practice in educational research. 相似文献