更好地认识顾拜旦(Ⅱ)

本期刊载法国顾拜旦委员会副主任伊夫·布隆勒(yves Bonlongne)的两篇短文:《顾拜旦与体育教育》和《顾拜旦与“大众体育”》。教育是奥林匹克运动的核心。顾拜旦从青年时代起,就立志“把自己的名字和伟大的教育改革联系在一起”。他曾说过:“古希腊人组织竞赛活动,不仅为了锻炼体格和显示一种廉价的壮观场面,而是为了教育人。”奥林匹克运动和奥运会是为民族和广泛的和平国际主义服务,并促进社会和平、完善的道德和良好的教育。”所以通过体育竞赛来教育青年是他复兴奥运会最根本的宗旨。“一切体育为大众”这一口号首先出自奥林匹克运动创始人之口也鲜为人知。如果我们认真研究《奥林匹克宪章》就不难发现,在基本原则第7条明文规定:“奥林匹克运动的活动是经常的、普遍的。活动的高潮是全世界运动员相聚在一起的盛大节日——奥林匹克运动会”。(根据法文版,与国内翻译出版的译文略有出入。)所以大众体育即我国所推行的群众体育或社会体育是奥林匹克运动的基础。     

Disciplining the disciplines? How qualification schemes are written up at study program level in Norwegian higher education

Qualification frameworks are spreading rapidly, not least in Europe following the introduction of the European Qualification Framework. The impact of such frameworks are contested, and the article contributes to this debate by analyzing how a selected group of different study programs in Norwegian higher education is adapting to the newly launched national qualification framework. The findings show that there are distinct differences as to how universities and colleges, as well as how different disciplines write up their study programs according to the new framework. In the conclusion, we discuss the implication of the findings for current debates about the relevance and function of qualification framework in higher education.     

The German Media Start-up Opinary: Inventing Tools for Readers’ Opinion-Sharing Online—Reinventing User Engagement on News Websites

Users of news websites increasingly desire to state their opinion on a current issue discussed online. The usual way to do so is writing a comment. However, only few people make use of the comment section and some newsrooms cannot afford to keep it permanently open. The German media start-up Opinary develops visual interactive tools trying to change the way users share opinions. Its founders want to make a new form of user engagement possible.     

Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner

ABSTRACT

Discursively learning outcomes have been embedded within an education-policy context characterised by a shift from teaching to learning. In the dominant education policy discourse, learning outcomes have come to play an important role in education whose emphasis is more on product than process, which by its critics have been characterised as scientific management. Calls have been made to reconsider alternative interpretations of learning outcomes and a renewal of older perspectives on learning outcomes such as in Eisner’s works. The article examines the concept of learning outcomes, as interpreted in education policy, and discusses it within Eisner’s framing of teaching and learning. Analysing policy developments and the introduction of learning outcomes in two Scandinavian countries, we ask what is taken for granted in the interpretation of learning outcomes. The analysis contributes to a widened narrative on what education could be about by illuminating alternative ways of interpreting and conceptualising learning outcomes in education.     

Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning

Learning outcomes are now mandated in higher education courses across Europe. However, their impact on teaching and student learning is both uncertain and an issue for debate. In this paper, we explore (1) what is meant by learning outcomes in diverse contexts and (2) whether policy and practice governing learning outcomes accord with developments in learning theories, especially regarding sociocultural approaches that have drawn significant interest since the 1990s (Engeström 1987; Lave and Wenger 1991). Shepard’s (Educational Researcher, 29(7), 4–14, 2000) publication is particularly salient to our examination due to her identification of an emerging paradigm to assist in the understanding of the relationships among teaching, learning and assessment. Employing recent work on conceptualisations of learning outcomes and a four-quadrant taxonomy (Prøitz in Educational Assessment, Evaluation and Accountability, 22(2), 119–137, 2010, 2014), we discuss relevant learning theory approaches. This article is a conceptual investigation exploring the grounds for the assumption that learning can be predefined in terms of (expected) outcomes. Specifically, we discuss this assumption from the perspective of recent developments in learning theories. We argue that introducing learning outcomes predominantly for policy and management purposes may actually weaken the learning outcomes’ potential to direct teaching and learning and to improve the quality of both.     

From role models to nations in need of advice: Norway and Sweden under the OECD’s magnifying glass

By analysing five separate OECD reviews of evaluation and assessment practices with Norway and Sweden as cases, our study illustrates different ways in which a specific international educational reasoning is blended into more context-based national education policies and, as such, works in parallel with internal reforms and agendas. It is evident that an overarching narrative promotes the importance of coherent and integrated systems of evaluation and assessment in order to strengthen social and political endeavours for equity, quality and achievements. The parallel mix of OECD discourses and national discourses creates a combined narrative in which evaluations and assessments appear natural, self-evident and rational as well as highly adaptable to national settings. The study shows that national vertical and/or horizontal developments are intertwined with the OECD policy recommendations, which are quite general in character. In a continuing process of uploading and downloading, within different contexts, policies are elaborated and recontextualised. Evaluations and assessments are part of a contemporary rational paradigm for mapping and promoting performance in national educational systems – what we identify as a comparative curriculum code.     

Educational goals and motives as possible mediators in the relationship between social support and academic achievement

Perceived social support has been widely recognized as having beneficial effects on a person’s development, and adolescence is no exception. The objective of this article is to go beyond this “stereotypical” vision of friendship by showing that social support does not always have a positive and direct effect on adolescents’ academic achievement. We sought to understand whether this relationship is mediated by the educational goals and motives that student value and pursue. If these values do not coincide with the expectations and values that the academic institution seeks to transmit, the influence of social support can become harmful, especially with regard to the students’ academic achievement. Data were collected by means of questionnaires from 676 junior high school students in 9th grade from contrasting academic institutions. We chose to observe each participant’s subjective point of view of three dimensions: social support, academic achievement, and educational goals and motives. The results showed that the relationship between social support and attention and involvement in class was negative and mediated by students’ goals. The adolescents with a high level of social support mainly pursued social goals and neglected achievement and future goals. Consequently, these students were less attentive and involved in class. The results also showed that social support was predictive of students’ investment and interest in personal work and success, but only when the students pursued achievement and future goals.