Reshaping the Nordic education model in an era of efficiency. Changes in the comprehensive school project in Denmark,Norway, and Sweden since the millennium

The Nordic Education Model was an important part of the social democratic welfare state for many years in the second half of the 20th century. Since the millennium, transnational agencies have drawn education from the realm of politics into a global market place by advocating strategies such as efficiency, competition, decentralisation, governing by detailed objectives, control, privatisation, and profile schools. This article gives brief accounts of major trends in current school development policies, discourses, and practices in Denmark, Norway, and Sweden since the millennium, and explores how the values of the Nordic model are affected by the new policies. It is argued that the Nordic model still exists as the predominant system for the large majority of Scandinavian children at a national level, but that a number of new technologies aiming to increase the efficiency of teaching and learning are gradually undermining the main values of the Nordic model.     

地方高职院校人才培养目标定位的理论基础——以番禺职业技术学院为例

人才培养目标是各级各类学校依据教育目的的总体要求和不同类型教育的性质任务,对受教育者提出的特定的规格标准。地方高职院校在确立人才培养目标时,哲学层面必须以马克思主义关于人的全面发展学说为指导;心理学层面必须充分认识到人的智能的多元性;教育学层面必须遵循我国社会主义教育的基本价值观和目的观,并在实践中体现高职教育的高等性、职业性、地方性的属性特点。番禺职业技术学院结合自身特点,把人才培养目标定位为培养"一技之长 综合素质"的高技能人才,这一定位充分彰显了番禺职业技术学院的办学特色。     

Revisiting Bourdieu: alternative educational systems in the light of the theory of social and cultural reproduction

The paper reflects upon the principles and practice of an alternative educational system operating in rural Mexico in the light of Bourdieu’s theory of cultural and social reproduction. Bourdieu’s theory seeks to explain processes of reproduction of power relations within schools and society; whereas alternative educational systems seek to expand educational access in deprived areas in order to counteract processes of social inequality. The paper argues that, although Bourdieu’s theory does not fully explain the gradual inclusion of more people from disadvantaged backgrounds into education through alternative educational systems, processes of social reproduction in deprived communities still occur mainly because of lack of state support after primary school level, and a shortage of better infrastructure and opportunities for this sector of the population. Since the widespread upward educational and class mobility of the rural poor has not yet been achieved, the paper concludes that the processes of cultural and social reproduction continue despite the introduction of alternative educational systems.     

成人教育研究的反思与前瞻

反思与前瞻,为成人教育研究确定了新的研究纲领:回归丰富的成人生活世界、走进缤纷的成人精神家园。无论是对成人教育一般研究活动而言,还是对成人教育学科建设而言,执行这一纲领,是成人教育未来发展应采取的基本态度和首要的方法论选择。执行这一纲领,必须采取新的研究行动:解析成人群体结构、关怀成人生存境遇、解读成人学习行为、构建教育支持系统。     

‘Philanthropizing’ consent: how a private foundation pushed through national learning standards in Brazil

ABSTRACT

This article explores how the Base Nacional Comum Curricular (National Learning Standards), entered the policy debate in Brazil and became the most important reform initiative of the Ministry of Education between 2015 and 2017. We argue that this accelerated policy process was contingent upon the practice of philanthropizing consent: foundations’ use of material resources, knowledge production, media power, and informal and formal networks to garner the consent of multiple social and institutional actors to support a public policy. In other words, these foundations do not impose policies on governments; rather, they ‘render technical’ high-stakes political debates on pressing issues of educational equity and then influence state officials’ consensus about which policies to adopt. We argue that this philanthropic influence is not simply a neoliberal, profit-maximizing scheme; rather, it is an attempt by foundation and corporate leaders to garner power and influence on different scales, and re-make public education in their own image. Although this educational policy game is in many ways participatory and widely accepted, foundations are only able to play this role due to their tremendous economic power, a direct product of the unequal global political economy, and the systematic defunding of the public sphere.     

文化框架下的英汉颜色词对比与英语教学

语言是文化的组成部分,同时也是文化的载体。通过对颜色词的对比,发现不同的民族对颜色的分类及使用是不同的,这与其文化环境,历史背景有密切联系。因此,颜色词汇被广泛运用到语言中,折射出不同国家和民族的文化内涵。培养学生的跨文化交际能力,是当前大学英语教学中丞待解决的问题。从英汉两个方面对比分析基本颜色的词汇,以求对中外文化交流和课堂教学有一点作用。     

美国"多元智力理论实验学校研究项目"及其启示

本文对美国哈佛大学学者进行的"多元智力理论实验学校研究项目"进行了研究,认为该研究项目的主要成果是提出在中小学有效运用多元智力理论的6条基本经验,即把多元智力理论作为主要的校园文化理念、以多种方式将多元智力理论引入教学实践、在教师间形成多种形式的交流与合作、为学生提供多种有意义的课程与多种形式的评价、充分发挥艺术在教育教学中的作用、将多元智力理论作为促进学生发展的手段.本文认为该研究项目对我国基础教育改革有4个方面的重要启示,即我们应该建构新型的校园文化、提倡个性化的教师教育、加强学校中的艺术教育、为促进学生的"理解"而教.     

体育学院办学特色刍议——以集美大学体育学院为例

以类属普通高校体育院校形成办学特色的基础条件、履历过程、传统承启、目标方向、改革发展为例,研究认为:办学特色是学校独特的个性、风格、发展模式和亮点;多学科知识体系构成的体育学科的特色具有多元性;办学特色的形成和发展与学校传统的承启、理念的变化、学校的定位、学科的建设有密切联系。     

社会转型期我国教育目的研究述评

教育目的是教育的出发点和归宿,是教育理论的核心问题。社会转型期使教育目的呈现出独有的特殊性,教育不应只拘泥于为社会发展服务,而应着眼于人的个性发展。通过对中国教育目的诸种理论基础的梳理,分析教育目的的嬗变,探索兼顾教育的社会功能与突出学生个性发展的和谐之道。     

对“教育科学”一词的理解

教育学术界曾一度热衷于研究教育科学,并有让教育科学来取代教育学的趋势,尔后,却是迎来了研究教育科学的沉默期。个中原因,确实有教育科学的理念与实际教育情境里的研究不相符合的情况,而这可能更多地正是与对"教育科学"一词理解的模糊性密切相关,核心概念的不确定性必定导致其研究领域、研究对象等的不稳定。因此,继续对"教育科学"一词进行探讨显得十分必要,而这正是研究教育科学所应该要做的首要事情之一。