It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions that are not considered as true or correct in each specific case, thereby not realizing that many of these alleged errors are really anomalies with very different characteristics and consequences despite their seeming resemblance. In this paper, I rely on Ludwig Wittgenstein’s On Certainty to clarify the difference between errors and anomalies. Subsequently, I provide guidelines that may be adapted by each teacher to her students’ needs and development level in order to foster a culture of error that begins by distinguishing error from anomaly, which constitutes a practical as well as conceptual necessity particularly in Child and Primary Education, as it is just then when anomalies most frequently arise in the form of questions and answers. 相似文献
This article provides a snapshot in time of teacher perceptions, school culture, and partnership building. We delineate how teachers perceive our partnership’s purpose and its role in transforming school culture. Second, we describe how teachers express the life expectations they have and the possibilities they hope for their students and the families involved with the partnership. Finally, we outline our thoughts on moving forward with building partnership, continuing to transform school culture, and collaborating with teachers. In conclusion, we discuss the role that partnership building can have on creating pathways to higher education for students in communities of color. 相似文献
Zusammenfassung In diesem Artikel mochten wir einerseits die umstrittene Langewel‐lentheorie beschreiben, die in wirtschaftlichen Kreisen vom Scheinwerfer des Interesses beleuchtet wird. Dabei schenken wir der ebenso umstrittenen Erklärungstheorie Schumpe‐ters fur diese Langewelle unsere besondere Aufmerksamkeit.
Wir legen uns anderseits die Frage vor, ob ein Zusammenhang besteht zwischen dieser Langewelle und den Möglichkeiten, über die man während einer festgesetzten Periode verfügt, um gewisse Innovationen bei der Lehrerbildung einzuführen, zu realisieren und besonders die Kosten dafür zu tragen.
Wir versuchen, unsere Annahme, ‘dass tatsächlich ein solcher Zusammenhang besteht’, zu erläutern mit einer Beschreibung einiger Auffallenden Gegebenheiten der Evolution der (west) deutschen Lehrerbildungen gegen den Hintergrund der Langewelle.
In weiteren Untersuchungen werden wir versuchen, diese provisorisch verfasste aber verantwortbare Annahme zu überprüfen und nachzuweisen. Im Interesse der Sache wäre es zu begrüssen, wenn auch andere Forscher die Folgen fur die Integration der Lehrerbildungen studieren mochten. Wir glauben, eine solche Untersuchung könne gesellschaftlich relevant sein. 相似文献