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31.
W. A. HART 《Journal of Philosophy of Education》1993,27(1):17-27
The project of studying children in order to understand them, which lies at the heart of contemporary thinking about children and their education, is misconceived. It rests, jrst of all, upon a false belief that we can only come to know something properly by deliberately and systematically pursuing knowledge of it. Secondly, it offers a paradigm of knowing children which justifies parents and teachers in not giving themselves to children. By re-interpreting the problems that adults experience with children as technical, as arising from lack of information about them, it ignores the personal and moral dimension of adults' relations with children and thus further alienates them from one another. 相似文献
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Richard H. Beyler 《Minerva》2006,44(3):251-266
In responding to incidents of internal ‘indiscipline’, the Kaiser Wilhelm Society many times asserted its authority, sometimes in cooperation with agencies of the Nazi regime. Following the Second World War, however, the KWS represented itself as having been intrinsically anti-Nazi. This essay describes the assumptions inherent in this view, and points to its wider implications for post-war German science. 相似文献
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Gerald W. Bracey 《Educational Measurement》1992,11(4):5-6
Do students today know less than their parents or grandparents did as students? Are they being academically outclassed by students of other nations? Or have ideologically driven policy makers painted an unnecessarily negative picture of student achievement? 相似文献
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Chaos theory, informational needs, and natural disasters 总被引:2,自引:0,他引:2
Timothy L. Sellnow Matthew W. Seeger Robert R. Ulmer 《Journal of Applied Communication Research》2002,30(4):269-292
This study applies chaos theory to a system-wide analysis of crisis communication in a natural disaster. Specifically, we analyze crisis communication during the 1997 Red River Valley flood in Minnesota and North Dakota. This flood, among the worst in modern American history, consumed entire metropolitan areas, displacing thousands of people. The conditions and decisions leading to the disaster, and the subsequent reactions are retraced. Communication related to river crest predictions (fractals), the shock at the magnitude of the crisis (cosmology episode), novel forms of reorganizing (self-organization), and agencies that aided in establishing a renewed order (strange attractors) are evaluated. Ultimately, we argue that preexisting sensemaking structures favoring rationalized, traditional views of a complex system led officials to make inappropriately unequivocal predictions and ultimately diminished the effectiveness of the region's crisis communication and planning. 相似文献
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From 1919 to 1951, Alan Gregg and his mentor, Richard Pearce, directed the Medical Education and Medical SciencesDivisions of the Rockefeller Foundation. Although they oversaw the expenditure of millions of dollars, today they are forgotten. Yet, the system that Gregg administered became the model for the funding of biomedical research after the Second World War. This paper draws on the records of the Rockefeller Foundation to assess Gregg and his impact on biomedicine and philanthropy. 相似文献
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