近30年中国传统教育哲学研究的不同理路

近30年来,在激活传统教育智慧、建立具有中国特色的教育哲学体系的感召下,中国传统教育哲学研究取得了长足进展。在这一过程中,出现了两个主要学术团队:其一,是以黄济教授为首的北京师范大学团队,其基本理路是"由论而入于史",即出于建立学科知识体系的需要并从现代教育哲学问题出发,去回溯和总结传统教育哲学的丰富思想观点;其二,是以张瑞?教授为首的华东师范大学团队,其基本理路是"由史而进于论",即通过总结中国教育思想史的研究成果,在哲学层面上把握中国教育的历史与文化精神。此外,何光荣教授的传统教育哲学研究也别一格。他在同情与体贴中切近传统,呈现出传统学术贯天人、通物我,以"格、致、诚、正、修、齐、治、平"达"内圣外王"之道的大教育观。     

量子力学与“量子教育学”

量子力学的一些思想对人们的哲学观念产生了相当大的影响,量子力学的核心思想是“波粒二象性”、“互补原理”、“不确定性原理”(“测不准原理”)和“因果关系的几率描述”。量子力学与唯心主义认识论和不可知论毫无联系。但是,量子力学强调逻辑实证,通过科学抽象和理想化对微观物质粒子行为进行研究。因此,把量子力学的原理推广到研究人的发展过程是不足信的。“量子教育学”是逻辑实证主义和科学主义的产物。“量子教育学”错误地解释了量子力学的原理,认为“正是我们的主观性决定了我们所看见的世界”,“世界带有主观性的结论不是不可以接受的”。“量子教育学”因此认为人的认识完全由主观世界或精神世界决定,学生可以毫无原因、毫无规律、毫无量变的积累而“突然”成长和发展。显然,“量子教育学”的认识论基础盖源于洛克、贝克莱、休谟和康德的哲学,陷入了唯心主义和不可知论的泥潭。     

20世纪中国教育学发展之镜鉴

20世纪中国教育学经历了四个阶段,即启蒙教育学阶段、救亡教育学阶段、意识形态教育学阶段和非意识形态教育学阶段。从共时态的角度来看,教育学是否是一门科学的追问一直响彻20世纪;教育学基本理论何以存在的探求一直在代代教育学者群中构成追问。因此,如何使我国传统教育思想的“因子”在引介西方教育思想的背景下得到激活是20世纪中国教育学发展的再一主题。     

Medical students' attitudes toward the anatomy dissection room in relation to personality

Assessment of the personalities of medical students could enable medical educators to formulate strategies for the best development of academic and clinical competencies. In this article, we focus on the experience of students in the anatomy dissecting room. While there have been many attempts to evaluate the emotional responses of medical students to human cadaveric dissection, there has been no investigation into how different personality traits affect the responses. The main hypothesis tested was that there is a relationship between personality traits and attitudes toward the dissection room. For the present study, a group of French medical students (n = 403; mean age 21.3 ± 1.6; 65.3% female) completed a "Big Five" personality inventory and a questionnaire to assess their attitudes in regard to human dissection. The findings are consistent with our hypothesis, in that we found a relationship between reporting anxiety and four of the "Big Five" dimensions (all except openness). The rated level of anxiety was positively correlated with negative affectivity, more strongly at the beginning than at the end of the course. There were significant gender differences in attitudes toward dissection. The findings are discussed in relation to the possibility of preparing students for the dissecting room experience and also in relation to the students' understanding of mortality issues.     

Use of the one-minute preceptor as a teaching tool in the gross anatomy laboratory

The one-minute preceptor (OMP) is a time-efficient technique used for teaching in busy clinical settings. It consists of five microskills: (1) get a commitment from the student, (2) probe for supporting evidence, (3) reinforce what was done right, (4) correct errors and fill in omissions, and (5) teach a general rule. It can also be used to address structure-identification questions in gross anatomy laboratory small-group settings. The OMP is an active learner-centered teaching approach that prepares students for a style of learning that they need to master in clinical settings, provides novice anatomy teachers with an efficient and effective teaching strategy, and moves anatomy learning beyond mere name tagging to active knowledge construction.     

Towards an Indigenist,Gaian pedagogy of food: Deimperializing foodScapes in the classroom

ABSTRACT

This study takes food as its scape to propose an Indigenist, Gaian pedagogy and asks what food studies might reveal ecopedagogically for approaches to teaching about Indigenous matters in the context of environmental education and its research. Drawing on empirical research about food and Indigenous-settler relations in Australia, and through analysis of data amassed from student assignments on food sources conducted over a six- year period, I find that there is resistance to taking an Indigenist approach to critical, place-based education (PBE) even as Indigenous scholarship argues for its urgent need. Even more muted is the recognition of Gaian understanding of the need to preserve the languages of “Scapes” to help with this work.     

Student injuries in the dissecting room

Cadaver dissection is the first opportunity for many students to practice handling human tissue and is their first exposure to the occupational hazards involved with this task. Few studies examine dissection room injuries to ascertain the dangers associated with dissecting. We performed a retrospective cohort analysis of dissection room injuries from four student cohorts over an eleven‐year period (2001–2011), including second‐year medical students, third‐year medical students, second‐year dental students, and third‐year science students. Injury data included activity causing injury, object responsible, and injury site. A total of 163 injuries during 70,039 hours of dissection were recorded, with 66 in third‐year medical students, 42 in second‐year medical students, 36 in third‐year science students, and 16 in second‐year dental students. The overall rate was 2.87 injuries per 1,000 dissection hours, with second‐year medical students most frequently injured (5.5 injuries per 1,000 hours); third‐year medical students were least frequently injured (1.3 injuries per 1,000 hours). A significant difference in injury rates between student groups indicated a higher than expected injury rate to second‐year medical students and lower than expected rates to third‐year medical students. Injury rates increased for most groups between 2001–2006 and 2007–2011 periods. Most injuries (79%) were from scalpel cuts to the finger or thumb. This study provides injury rates for dissection room injuries to students, indicating differences in injury frequency between cohorts and an increase in injury rate over time. As scalpel cuts were the most likely injury mechanism, targeting scalpel handling with preventative strategies may reduce future injury risk. Anat Sci Educ 6: 404–409. © 2013 American Association of Anatomists.     

Comparison of 3D reconstructive technologies used for morphometric research and the translation of knowledge using a decision matrix

The use of three‐dimensional (3D) models for education, pre‐operative assessment, presurgical planning, and measurement have become more prevalent. With the increase in prevalence of 3D models there has also been an increase in 3D reconstructive software programs that are used to create these models. These software programs differ in reconstruction concepts, operating system requirements, user features, cost, and no one program has emerged as the standard. The purpose of this study was to conduct a systematic comparison of three widely available 3D reconstructive software programs, Amira^®, OsiriX, and Mimics^®, with respect to the software's ability to be used in two broad themes: morphometric research and education to translate morphological knowledge. Cost, system requirements, and inherent features of each program were compared. A novel concept selection tool, a decision matrix, was used to objectify comparisons of usability of the interface, quality of the output, and efficiency of the tools. Findings indicate that Mimics was the best‐suited program for construction of 3D anatomical models and morphometric analysis, but for creating a learning tool the results were less clear. OsiriX was very user‐friendly; however, it had limited capabilities. Conversely, although Amira had endless potential and could create complex dynamic videos, it had a challenging interface. These results provide a resource for morphometric researchers and educators to assist the selection of appropriate reconstruction programs when starting a new 3D modeling project. Anat Sci Educ 6: 393–403. © 2013 American Association of Anatomists.     

Relays and relations: tracking a policy initiative for improving teacher professionalism

This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers’ professional development. Drawing upon data from two studies of the Chartered Teacher (CT) initiative in Scotland the paper examines the formation of successive transmission points as material relays of relations during the process of implementing this policy objective. It explores how three key discursive elements of a professional standard for accomplished teaching: collaborative action, critical reflection and enquiry, and teacher leadership, were progressively recontextualised during the introduction of CT status in schools. The findings indicate some of the conceptual and political struggles involved at the critical junctures where policy implementation requires the movement of a discourse from one social context to another. The paper suggests that a discursive analysis of how a centrally mandated initiative is transmitted can help to promote an understanding of the complexities of this process and increase critical awareness of the issues at stake for those involved.     

Pupils' perspectives on the lived pedagogy of the classroom

This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, solve problems and create items together. The pupils appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The paper considers possibilities and challenges related to acknowledging pupils' voices in the lived pedagogy of the classroom.