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王阳 《科学对社会的影响》2011,1(3):62-71
1980年,温纳提出摩西低桥案例,指出该天桥暗含着纽约城市规划者摩西的政治意图——限制公共汽车通过该桥,制约穷人和黑人使用琼斯海滩。这一技术产品政治性的新理解加深了对技术中立性的质疑,如技术工具性是否意味着工具无价值载荷,“技术双刃剑”是否意味着技术中立性。另一方面,过去30年围绕着摩西低桥的解释发展出了生态版本、交通法规版本、汽车时代的先见之明等多版本,折射出技术与社会多元的复杂关系。 相似文献
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张全民 《宁波大学学报(教育科学版)》2011,33(4):48-50
在强大的工具理性和严密的逻辑体系挤迫下,语言的意义不断被消解,语言日益变得粗糙和乏味,沦为一种无生命的工具。当前的语文教学亟需澄清语言的本体论意义,在语言深远的意义世界中重建我们灵魂可以栖息的家园。 相似文献
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《Journal of Further & Higher Education》2012,36(2):151-160
This article explores, through an analysis of key policy documents, the construction of the political concepts of social exclusion and inclusion through further education (FE). During the first decade of the New Labour government the concepts of social exclusion and inclusion have undergone a process of active construction. In between The Learning Age and Raising Expectations, different political concerns come to the fore. Whereas in 1998 social exclusion encompassed the broad category of ‘disadvantaged people’ and reducing social exclusion was linked firmly to promoting employability, by 2007 interest with the socially excluded was more specifically focused upon ‘16–17 year olds not in education, employment or training’, and FE was to promote social inclusion, in part, through challenging anti‐social behaviour. Three main models of constructing inclusion emerge: instrumental, social and psychological. This article examines the impact of the instrumental model and argues that focusing FE upon the needs of the economy provides a narrow concept of inclusion and a degraded view of education. 相似文献
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Wolfgang Lehmann 《British Journal of Sociology of Education》2009,30(2):137-149
Labor market conditions, a pervasive public discourse about the benefits of higher education, and parental hopes push many young working‐class people into university. The institutional culture and demands of university, however, often remain elusive and fraught with uncertainty. In this paper, I draw on qualitative interviews with first‐generation, working‐class students at a Canadian university to analyze the ways in which these students discuss their reasons to attend and their expectations for university, and the implications of their attitudes for their future success at university. Analysis of the interview data shows how the relatively high and risky investment of working‐class youth in education leads to strong utilitarian and vocational orientations toward university. Although a narrow focus on the career potential of university is generally perceived as problematic, I argue that it may also help working‐class students in their transition to university. Nonetheless, a critical educational process is necessary that not only helps working‐class students achieve their educational and occupational goals, but also understand their unique status in a social institution that they entered as outsiders. 相似文献
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教学质量监控不同于企业控制或工艺式程序,它需要被监控对象的自觉的质量追求。教学质量监控的最终日除了分数质量外还应有人的发展质量和教学过程质量,因此必须重视对教师教学效果的专业化分析。同时,在使用质量监控工具的过程中,必须改变以管理者为单一主体的监控思路,做到与组织氛围交互为用;避免陷入工具主义的泥潭,做到以促进学生和教师的发展为重。 相似文献
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CHENG Tian-jun 《教育理论与实践》2008,(22)
班级社会学研究主要有三类传统观点:一是把班级视作保护性的因而学生应该遵从的群体,可称之为浪漫主义的客位班级观,包括"参照群体"、"初级群体"及"共同体"班级观;二是把班级视作管理/控制性的、因而需要学生服从的集体/体系,可称之为管理/工具主义的客位班级观,包括"社会系统"及"集体主义"班级观;三是价值评判色彩较淡而事实分析色彩较浓的"特殊社会组织"班级观。浪漫主义班级观虽反对压制学生,主张释放其主动性和创造性,却耽溺于浪漫化的构想而未能探及学生受压抑和宰制背后的意识形态问题以及学生的抵抗潜能与权力;工具主义班级观则在径直投诚主流意识形态或主动领受既定秩序的前提下,把学生连同教师一起变成了社会制度的部件。 相似文献
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王长乐 《河北师范大学学报(教育科学版)》2001,3(2):11-14
教育理论研究主要有以下4重意义:即设计和拟定教育实践的改革或改进方案;革新或建构 新的教育思想;建构和革新教育化;创造和革新社会化等。目前,造成教育理论研究间义被忽视和轻视的原因,在于教育理论研究意义本身的多重性和教育实践活动机制要素的复杂性。只有将奠基于传统教育基础上的功利主义意识和工具意义思维方式彻底清除,才能对教育理论研究的意义有清晰的认识。 相似文献
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该文分析了语文学科“工具论”的背景及其演变 ,认为“工具论”的逻辑是将语文等同于语言 ,混淆了语言学上的基本概念即“语言”和“言语” ,继而从语言学的新进展中 ,为语文教育人文性的底蕴和立人为本的目标寻找依据 ,得出语文应是能力型人文学科的结论。 相似文献
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Steven Roberts 《British Journal of Sociology of Education》2012,33(2):203-221
In the 1980s, researchers established the need to document and analyse the educational attitudes, behaviours and outcomes of ‘ordinary kids' as a means of developing a holistic account of school experience. Yet, while significant attention is given to extremes in educational attitudes and behaviours, ‘ordinariness' tends to remain overlooked in contemporary research and policy discourses. This article contributes to this void by presenting data from a qualitative study of young men's school-to-work transitions. Their educational experiences at both compulsory and post-compulsory levels illustrate a distinctive middle-ground, defying typically conceived dualisms of resistance or engagement. Alongside research interest in the extremes of ‘success' and ‘failure', such ordinary experiences can enable us to reinvigorate and refine our conceptual repertoire. 相似文献