大师与大师

作为中法建交50周年系列活动之一及第十六届中国上海国际艺术节参展项目的"大师与大师——徐悲鸿与法国学院大家作品联展"在上海的中华艺术宫展出。"Masters and Masters——Exhibition of Artworks of Xu Beihong and French Masters"was held at China Art Museum in Shanghai as a part of the celebration of the 50th anniversary     

Listening and questioning

In the article that follows, I take up a debate that has arisen over the past three years concerning the following issue: Does every act of listening involve the listener in questioning? I argue that the answer to the questions is yes. I give background on the question and then consider one instance of listening that may suggest no role for questioning to play. Drawing upon Gadamer, I present an argument in support of my claim. I conclude with an implication for research.     

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.