Attending to Nuanced Emotions: Fostering Supervisees' Emotional Awareness and Complexity

There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided.     

Anti-racist moral education: A review of approaches,impact and theoretical underpinnings from 2000 to 2015

Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components—making visible systemic oppression (visibilising), recognising personal complicity in oppression through unearned privilege (recognising) and developing strategies to transform structural inequalities (strategising).     

Flipping the Coin: Towards a Double-Faced Approach to Teaching Black Literature in Secondary English Classrooms

Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom – one that centralises races and the other that ignores it – this article proposes a hybrid approach that combines both. This double-faced approach recognises the culturally specific themes that give the text and the Black author their unique voice while also recognising commonalities that bridge the text to others – despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this ‘race both matters and doesn’t matter’ perspective.     

Design Pedagogy for an Unknown Future: A View from the Expanding Field of Design Scholarship and Professional Practice

This article draws on current research investigating the notion of design for an unknown future. It reflects on recent thinking about the role of creativity in design practice and discusses implications for the development and assessment of creativity in the design studio. It begins with a review of literature on the issues and challenges associated with the assessment of creativity in design education. It then discusses and distinguishes three significant assessment models in design and creative arts education and emphasises the importance of opening debate on notions of creativity within the discipline. Following this, the article examines recent developments in the way that creativity is being practised, driven, fostered and implemented in contemporary design practice, and argues that these recent developments must feature in current scholarship about the development and assessment of creativity in design education. The article recommends areas for future research that pay close attention to developments in the rapidly expanding field of design practice.     

Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class.     

教育学:人文科学抑或社会科学?——兼与张楚廷先生商榷

教育学属于人文科学还是社会科学,这是一个非常基本的命题。回答该问题的方式不同,答案也就不同,而且回答方式对教育学的建设思路有着非常直接的影响。从历史上看,教育学学科属性发生了很大变化,它由传统的人文科学逐渐转向社会科学。而在20世纪中叶之后,教育学出现了向综合科学方向发展的态势。这说明教育学既具有人文科学的禀赋,也具有社会科学的倾向,而目下则呈现出多元化发展态势。面对教育功利化趋向,教育必须回归其自身,教育应成为价值主体而不能单纯地作为工具出现。其中,教育学的人文价值取向是教育学必须时刻观照的一个目标,而作为综合科学的教育学更有利于教育学学科的自身发展。     

我国师范教育中开设教育学科课程的历史比较与启示

我国师范教育具有“重专业知识、轻教育理论”的历史传统,这种传统的形成,与我国师范教育中开设教育学科课程较少有直接的联系。在我国师范教育的纵向历史比较中,我们可以发现开设教育学科课程较少的历史原因;在与世界发达国家师范教育的横向历史比较中,我们不仅可以发现“师范性与学术性”并重的师范教育大趋势的形成轨迹,而且可以发现我国师范教育在开设教育学科课程上同世界发达国家的差距。通过历史比较,以往鉴来,从历史给予我们的启示中,思考我们师范教育的改革与发展,推动我国师范教育改革不断深化。     

教育学的重构:问题的发现与悖论的揭示

“教育学的重构”首先要展开对问题的研究和悖论的揭示,它不仅构成对教育理论工作者的思想深度与智慧、勇气的最大挑战,同时也为重构新的教育学勾勒出大致的蓝图并预测其未来可能的走向。教育学重构有宏观的动因与文化背景,第三次知识转型引发了教育学“地震”,而且教育学的重构会涉及到一些最为关键性的问题。     

论教育知识发展的实质

教育知识是人类对教育进行认识的结果,它经历了漫长的历史发展过程,其最高形式就是体系化的教育学。教育知识发展,概括地讲,就是教育知识类型的不断丰富、教育知识体系的不断成熟和教育知识反思的不断自觉过程。这既是教育知识历史的实际进程,也是教育知识发展的实质性内容。