DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY

ABSTRACT:   This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.     

On Deciding The Aims and Content of Public Schooling

In this paper, John Tillson defends an approach to deciding the aims and content of public schooling from the critique of Public Reason Liberalism. The approach that he defends is an unrestricted pairing of the Epistemic Criterion and of the Momentousness Criterion. On the Epistemic Criterion, public schooling should align students' credence with credibility. On the Momentousness Criterion, public schooling ought to include content that it is costly for children to lack the correct view about, where they are otherwise unlikely to have it. Public Reason Liberals seek to restrict both the Epistemic and Momentousness Criteria to within a range that is acceptable to politically reasonable citizens. In response, Tillson argues, first, that the considerations that encourage Public Reason Liberalism instead motivate unrestricted versions of the Epistemic and Momentousness Criteria; and, second, that Public Reason Liberalism faces a dilemma, that it either entails absurd consequences or must undermine itself in addressing these.     

认识语境与知识的客观性

认识语境论在解决怀疑主义难题获得极大成功的同时也遭遇到相对主义问题的挑战。文章对认识语境论的主要构成以及与此相关的闭合论断进行了细致地解读,在此基础上着重分析了认识语境论与认识相对主义之间的关系。文章强调并指出认识语境论并不等同于认识相对主义,认识语境论的使用可以带来知识的客观性。     

同伴互评对学习者知识建构过程的实证研究——基于时间序列的认知网络分析

同伴互评能够促进学习者高阶认知能力的发展。文章采用认知网络分析法,以课程进程中四次作业的同伴互评评语为分析对象,从时间序列视角探索同伴互评对学习者知识建构的过程影响与差异影响,剖析出在高校课程教育中"以评促学"的作用机理。研究发现:同伴互评能有效提高学习者深层次的知识建构,帮助学习者在更高阶认知结构上进行知识构建;在同伴互评策略支持下,高、低元认知自我调节能力水平学习者与整体学习者的知识建构过程趋同,即都经历了从浅层学习到深度学习的发展过程;但是,对于高水平元认知自我调节能力组学习者而言,同伴互评在提升学习者认知结构的综合性和深层次的建构方面,有更加明显的作用。     

语义三域的机制思考: 隐喻还是转喻?

从行域到知域再到言域的语义演变通常被认为是隐喻机制在起作用,这与语义演变的渐进性相矛盾,转喻也是三域语义演变的重要机制。语义演变既依赖语用推理中隐含义对字面义的替代,也保持语义关系上的相似性。从行域到知域再到言域的演变过程背后的语用推导是一种邻接关系的替代,整个过程就是在相似性基础上通过邻接替代来实现语义演变,是隐喻机制和转喻机制共同作用的结果。     

《一粒麦种》中穆苟与基希卡的原型解读

独立前夕,穆苟忐忑的心情与众人热烈期盼的心情形成了强烈对比。因他为了保全自己,而把基希卡出卖给了英国人。穆苟的变节行为透露出穆苟既渴望又恐惧的心理矛盾:他一方面以基希卡为崇拜模仿对象,并想取代基希卡成为部落的英雄;可是另一方面,在出卖基希卡后又受到对自己氏族英雄背叛的良心谴责。将以穆苟的原型塑造为主线,用圣经原型批评与后殖民批评方法来解读基督教在的殖民进程里所扮演的角色来揭示其去殖民意义。     

科技社团核心竞争力的认识模型及实现初探

科技社团核心竞争力是科技社团整合内外部优势资源,建构社团特有知识和文化体系,保持持续发展优势的知识和能力的集合体。科技社团的核心资源集中体现在科技学术智力优势、社会组织网络体系以及宗旨价值使命三个方面,科技社团的核心能力集中体现为整合资源和建构知识的能力,科技社团的核心价值集中表现为科技共同体价值文化体系。文章基于此构建了科技社团核心竞争力的认识模型,同时对科技社团核心竞争力的实现机制进行了初步研究。     

Identifying threshold concepts in the careers of educational developers

The purpose of this multiple case study was to identify threshold concepts in the careers of educational developers. Twenty-one common threshold concepts emerged, with one threshold concept common among all participants: Facilitating a change process. The remaining 20 threshold concepts were captured in the following three categories: (1) Ways of knowing and being that facilitate change in individuals and in groups; (2) Ways of knowing and being that facilitate systemic change and (3) Core ways of knowing and being. Study results may provide guidance for the design of initial and ongoing formation programmes in educational development.     

怀疑论、认知资格与实用辩护

当代彻底怀疑论宣称关于外部世界的知识是不可能的。面对怀疑论的攻击,怀特发展了一条内在主义式的反怀疑论方案。基于传递失败和认知资格两个关键概念,该方案指出认知者接受类似我没有在做梦一类的反怀疑论命题是符合认知理性的,因此怀疑论攻击所造成的破坏是有限度的。有一派反对意见指出,该方案只是为接受反怀疑论命题给出了实用辩护,而怀疑论者则是要求认知辩护。但经过分析可以发现,批评者对于认知辩护与实用辩护的理解过于狭隘,而怀特的方案同时给出了实用辩护与认知辩护,也对怀疑论产生的根源做出了哲学治疗。     

认识论资源的研究进路及其教学启示

认识论资源是教学论研究日渐兴起的一个概念。21世纪以来,受认识论发展研究的低龄转向与社会转向的影响,相关研究更加关注个体认识论的内在发展机制,进而形成了"认识论资源"概念。在这一视角下,原始经验是认识论的组成材料,社会环境调控认识论的组成方式,认识论形态被视为局部连贯激活的认识论资源网络,认识论发展被视为调用与协调认识论资源。上述观点为教学提供了相关启示,一是重视教师指导下学生基于认识论实践建构知识的过程;二是凸显整合背景要素、认知要素和社会要素的教学情境;三是利用对话教学捕捉学生话语,并解构其认识论发展水平。