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The present paper deals with Jewish and Palestinian teachers who work in an integrated school in Israel, and shows the challenges and possibilities from examining these teachers' powerful historical narratives in the context of in-service training sessions. It is shown how these teachers essentially remain firmly rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives are considered to the reigning narratives. The findings highlight predominantly the failures in terms of the potential of educational efforts to help overcome situations of intractable conflict even within contexts specifically devised for this purpose; yet, also some openings become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The implications of this work suggest that schools and their historical tradition are difficult places to reach change or produce it—even in integrated schools in which partial structural change takes place—and teacher training may not always be the answer for the need to bring changes. However, it is also indicated that an ongoing agonistics of raising critical issues regarding one's identifications with hegemonic narratives does offer openings to take responsibility for both the challenges and the dialogic possibilities that are created in the process. 相似文献
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Schwarz Baruch B. Bekerman Zvi 《European Journal of Psychology of Education - EJPE》2021,36(4):1181-1198
European Journal of Psychology of Education - Although the yeshiva is the housekeeper of the Jewish tradition of learning, it has undergone dramatic changes along history. We describe these changes... 相似文献
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Daphne Goldman Orit Ben Zvi Assaraf Dina Shaharabani 《International Journal of Science Education》2013,35(3):515-545
One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme—the Green Council Programme (GCP)—developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of ‘environment’, environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human–environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes. 相似文献
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Zvi Bekerman 《Religious education (Chicago, Ill.)》2013,108(4):462-473
This article reviews recent theoretical works in the field of language, identity, and culture with the aim of exploring their possible implications to the field of cultural ethnic education in general and more specifically in the area of Jewish education. The theories reviewed develop from within a social constructivist paradigm belonging to a high or postmodern perspective. The theories presented have the potential to encourage a serious and critical revision of the premises which support the work of those involved in cultural ethnic and Jewish education. More specifically, these theories could help educators interested in the creative and participatory development of Jewish and other ethnic religious groups to rethink the possible contents and processes of such an educational effort. 相似文献
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The purpose of this study was to assess the degree of ambivalence of the attitudes of twelfth-grade biology pupils in Israel towards interventions of man in nature. A questionnaire was designed in which the pupils were confronted with arguments of different levels of potential relevance (personal, global, and philosophical), three against and three in favor of each of eight “interventions of man in natural processes.” The pupil was requested (a) to rate each argument independently and (b) to “vote,” as if in a public committee, for or against each technology. The degree of ambivalence–-measured, for each item, by means of Kaplan's (1972) semantic differential half scales–-was the degree to which the pupils agreed to both positive and negative arguments. Although clear majorities of pupils voted in favor of all the “interventions,” three main patterns of responses were found: general agreement, indifference, and ambivalence. These patterns were characterized in terms of (a) the mean ratings of the arguments, (b) the differences between mean positive and negative “personal” ratings, (c) the percentages of favorable votes, and (d) the degrees of ambivalence. It was shown that pupils were able to appreciate arguments against a certain technology even in cases of strong personal feelings in favor of the technology (high ambivalence). The development of such an ability may be one of the main objectives of science education in a STS context. 相似文献
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Zvi Bekerman Michalinos Zembylas 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):201-218
AbstractThe present paper deals with epistemological and methodological issues as these touch upon the products of educational practices related to the teaching of historical narratives in settings purposely created to facilitate dialogue, inclusion and recognition among children thought to be belonging in clearly differentiated and antagonistic groups in a conflict-ridden area – i.e. Israeli Jews and Palestinians, and Greek and Turkish Cypriots. It offers an overview of the sociopolitical and educational contexts the authors have studied and vignettes of some of the events that captured their attention and led them to critically approach present theorising on peace and multicultural education. It finalises with reflections on the epistemological and methodological issues the authors encountered in their studies. 相似文献