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21.
The University's Uncommon Community 总被引:1,自引:0,他引:1
Suzy Harris 《Journal of Philosophy of Education》2012,46(2):236-250
In the UK, as elsewhere in the world, the global financial crisis has focused attention on the cost of public services and the need to reduce expenditure, not least in respect of higher education. This, however, raises a set of prior questions: What kind of society do we want? What is important to democratic society? What kind of higher education is desirable? The article takes Alasdair MacIntyre's critique of what he calls liberal capitalist society as a starting point for considering questions concerning the kind of higher education that would be valuable and relevant to a healthy democratic society. His thesis is outlined and the implications of this for the university set out. The article examines MacIntyre's notion of community, which he elaborates in relation to medieval religious worldviews, and argues that whilst his conceptualisation is more intellectually and educationally coherent than some others, it is ultimately too restrictive. The article argues instead for a recognition, within education, of what is uncommon. This may open greater possibilities for keeping alive the serious questions that we must constantly attend to, beyond and within our communities, secular or religious. 相似文献
22.
Alma Harris 《Journal of Educational Change》2006,7(1-2):9-18
School improvement is a complex undertaking for any school but for schools in challenging or difficult circumstances it presents
extra problems. Not only do schools in challenging circumstances often face acute levels of socio-economic deprivation, but
also, improvement or change efforts can be extremely fragile in these volatile school contexts. This article focuses upon
the process of leading change in a group of schools in challenging circumstances in England. It draws upon empirical data
and focuses particularly on the process of leading change in schools in difficulty by exploring three leadership themes. The
article concludes by arguing that while the quality of leadership is undoubtedly important in these school contexts it is
simply not sufficient to combat the stubborn relationship between social disadvantage and underachievement. This relationship
is more likely to be broken through structural change and localised and community-based action rather than through the forces
of standardization or accountability. 相似文献
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The relation of spatial skills to academic success in areas such as math and science has sparked discussion in early education around how spatial thinking skills might be included in early schooling. Planning and evaluating new curricula or interventions requires understanding these skills and having the means to assess them. Prior developmental research focused primarily on one aspect of dynamic spatial transformations (DST), namely mental rotation. This study broadens our knowledge by addressing another important DST, namely mental folding. We devised a new test suitable for young children. Performance of 180 children between 4 and 7 years suggests that mental folding appears at around 5.5 years of age, although there were also marked individual differences. These data on the emergence of DST suggest that educational programs targeting this skill could start in preschool or kindergarten and provide a means to assess the effectiveness of such efforts. 相似文献
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AbstractIn an economic climate when colleges can no longer presume that legislators see institutions of higher learning as tacit public goods, institutions around the country are facing budget cuts. This article presents a case study of the experience of a mid-sized public state university and its Library in a budget crisis undergoing a university-wide program prioritization process. The authors review the process of writing three reports on the Library’s value, along with the approach to engaging staff in the process including a retreat. This article raises questions about what every library should consider assessing and provide tools for libraries navigating similar terrain. 相似文献
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The 2012 UEFA European Football Championship (‘Euro 2012’) – Europe’s quadrennial football bonanza was held in Poland and the Ukraine between June 8th and July 1st. Occurring between Elizabeth II’s Diamond jubilee and the London 2012 Olympic Games, the eyes of the media were fixated on the pride and joy of English football, its men’s national team. With national consciousness at an all-time high, articles in England’s tabloid, ‘red-top,’ daily national newspapers The Sun and Daily Mirror were tracked for three weeks as they lavished their attentions on the national pastime. Their coverage of the English team reflected a heightened consciousness of English national identity. Drawing on Guibernau’s strategies for creating and uniting citizens around a collective national identity, this study examined how England’s popular media presented and represented England’s national identity to reflect the real and imagined versions of Englishness during this major sporting event.1 By focusing on The Sun and Daily Mirror’s narratives about, and images of, the English team during the Euro 2012 tournament, this paper focuses on how English national identity ebbed and flowed during a time of seismic change within the country. Shaped by an inductive textual analysis, this paper shows how the press fluctuated between optimistic notions of the present and future English national identity and traditional ‘olde England’ in an almost formulaic fashion. 相似文献
29.
Ian M. Harris 《The Urban Review》1982,14(1):25-33
This paper describes how an undergraduate department in the School of Education at the University of Wisconsin-Milwaukee grants college credits for previous learning experiences to attract and retain nontraditional students from an urban environment. At first students earned these credits by writing a loose biography, but the process by which these credits are earned has become more structured. These Prior Professional Educational Experience credits (as they are named) are now granted on a course-specific basis, where students respond in writing to questions designed to test their knowledge of competency areas offered by the department. Earning these credits has helped older students get through the university and has given them a sense of accomplishment about learnings acquired in nonuniversity settings. 相似文献
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