理解性学习与倾听式教学——“二阶控制论”的启示

学与教的理论是教育技术学乃至教育学的核心理论基础。文章基于建构主义的研究方法论之"二阶控制论",深入探讨了一种新型的教学理境——理解性学习与倾听式教学,意即学生的学需要从"接受"转向"反思",教师的教需要从"灌输"转向"倾听",以期促成传统学与教理念的转变,逐步在实践中形成全新而有效的教学观。     

No place for women among them? Reflections on the axé of fieldwork

Capoeira, the Brazilian dance and martial art, is now taught in many countries outside Brazil. Reflections on a year's fieldwork on capoeira teaching in the UK are used to make educational ethnography anthropologically strange. Issues of locality, noise, uncertainty and bodily contact are explored in a reflexive way.     

Transference,Counter-transference,and Reflexivity in Intercultural Education

The article addresses the contributions psychoanalytic theory, particularly its concepts of transference and counter-transference, can make to our understanding of reflexivity in intercultural education (IE). After the introduction, the article is organized into three parts. The first part is a psychoanalytic discussion that focuses on the concepts of transference and counter-transference. The second part elaborates on the concepts of transference and counter-transference by presenting examples through existing studies in the fields of multicultural and IE and psychoanalysis to illuminate what it would mean to psychoanalytically understand aspects of intercultural relations and reflexivity. In the third section, while contending that this article does not exclude other forms of reflexivity or delimit the danger of uncritically accepting the potentials for reflexivity, it offers the implications drawn from the discussions in the first and second sections by concluding that psychoanalysis is an area of inquiry that forces us to question how unconscious forces affect our interaction with students, the curriculum, and the meaning we give to teaching and learning experiences. The article concludes that reflexivity in IE can benefit from considering the effects of transference and counter-transference.     

Autoethnography as a new approach in conservation

This paper proposes autoethnography as a new approach for conservators. It allows for a process-based assessment that foregrounds the conservator's personal input during conservation treatments and installation procedures. It addresses the cognitive processes that steer towards the desired result in a chain of micro-level decisions. Two examples relating to the work of conceptual artist Jan Dibbets illustrate the approach. One provides insight into the conservator's deliberations during a conservation treatment, the other demonstrates the co-constructed nature of the artist interview as a negotiated text. These conservator's testimonies include and enforce the reflexivity that is needed to remain critical, not only when managing complex artworks. The methodological approach of autoethnography enriches the conservation of cultural heritage in general.     

Tradition, tension, and transformation: a structuration analysis of a game warden service in transition

Independence and competence define the traditional characteristics of a game warden. External pressure to transform the game warden service into a more culturally and ethnically diverse state law enforcement agency, however, creates tensions surrounding these characteristics in the organization's structurationally defined agency and reflexivity of law enforcement; duality of structure in office memos and citation counts; social integration and institutional reproduction of law enforcement training, use of decoys, and search and seizure procedures; and time-space distanciation of working a 40-hour week or having complete responsibility for a territory. The present study examined how these tensions interact with the traditional assumptions of independence and competence to transform the meaning of these characteristics, and of the game warden service itself.     

How Dynamics of Learning are Linked to Innovation Support Services: Insights from a Smallholder Commercialization Project in Kenya

Abstract

Purpose

The important role of learning is noted in the literature on demand–driven approaches to supporting agricultural innovation. Most of this literature has focused on macro-level structural perspectives on the organization of pluralistic innovation support systems. This has provided little insight at the micro-level on the dynamics of demand articulation, and the related interplay of matching farmers' demand with supply of innovation support services. This paper contributes to understanding this interplay using the concept of the dynamic learning agenda.     

Professor Ninian Smart,phenomenology and religious education

I reply to L. Philip Barnes’ assessment of the contributions of Ninian Smart and phenomenology to religious education. My argument is that Barnes first misconceives and then underestimates Smart’s legacy. I sketch Smart’s relevance to some current issues in religious education, suggesting that his thought helps us to avoid potentially damaging polarisations (of language and concepts to experience, and of learning about religion to learning from religion). I conclude that Smart may have little to say about classroom practice, but should still be a reference point for any practitioner.     

Starting points and destinations: negotiating factual and fictional pathways: a response to Gilbourne,Jones and Jordan

This paper provides a response to questions which emerged when reading Gilbourne et al's paper, questions it is suggested which compel us to go back to the very heart of what critical social science is (or can be) about. Central to this debate is the extent to which a perceived starting point in any investigation has implications upon the directions the research may take, especially if the intention is to achieve social change. It is suggested that Gilbourne et al's strategy to create a ‘fictional’ story about an individual conflicts with their attempt to observe an empirical reality and ultimately engage in critical social science.

Although it is acknowledged that recognising subjectivity in terms of the reflexive stance of the researcher within the research process is crucial in social science, making the researcher the focus of the research does however significantly distort the possibilities for observing empirical reality.

Whilst it is also considered that fiction, personal reflection and creative processes are all essential elements in any learning process, the argument suggested in this response is that they must be contextualised within social reality. Indeed, if social reality is to be the focus for critical enquiry then legitimate attempts must be made to acknowledge the contrasting directions certain theoretical and methodological frames will lead. The suggestion is that if critical change is the main agenda, we need to identify what it is we want to change and in doing so must prioritise the social world of others.     

Managing Dualities in Planned Change Initiatives

Dualities play an important role in creating the conditions for change and managing planned change initiatives. Building on Seo, Putnam, and Bartunek's (2003) work, this study focuses on the dualities associated with managing change processes. A case study of a planned change process called the Circle of Prosperity Initiative, a multi-stakeholder dialogue designed to bring information technology to Indian country, was analyzed. Three dualities emerged regarding the structuring and management of the change initiative: (1) inclusion–exclusion, (2) preservation–change, and (3) centrality–parity. The findings suggested that these dualities were managed using Seo et al.'s (2003) strategy of connection. Notably, the strategy of connection relied heavily on the ability of change agents to set context within and between the different phases of the initiative and involved three specific practices for setting context setting: (1) commonplacing, (2) bounded mutuality, and (3) reflexive positioning.     

Partnering for Anti-Poverty Praxis in Circles® USA: Applications of Critical Dialogic Reflexivity

The value of critical dialogic reflexivity is demonstrated through analysis of interview conversations between academic and practitioner partners in Circles® USA, a national nonprofit organization working to ameliorate poverty. The partnerships include the academic/practitioner author with six others: Circles founder and CEO, a lead trainer and codeveloper of training curriculum, and four individuals working to move out of poverty. The analysis features examples of critical dialogic reflexivity related to negotiating macro-, meso- and microcontextual structures, cultural identifications, status locations, privilege, and ideologies that impact their relationships and work to end poverty. Caveats and implications for critical community engagement, intercultural alliances and engaged scholarship are discussed.