1,720,956 research outputs found
The School as a Democratic Workplace: The Political Dimension of Dewey’s Democracy and Education
Get PDFIn Democracy and Education, John Dewey argued that teachers should have control over their own work. He was, though, not only concerned about workplace democracy for teachers. He also argued against the philosophical underpinnings of educational policies that reproduced social hierarchies in the workplace.
The main arguments of Dewey’s book support teachers’ autonomy and students’ equality. When these arguments are read in light of what he wrote about democracy in many other works, they appear to be arguments for workplace democracy. These arguments raise questions about school management that are highly relevant today when prevalent views favor a culture of control
Ný aðalnámskrá framhaldsskóla og gömul námskrárfræði
No full textIn May 2011, the Icelandic Ministry of Education, Science and Culture issued a new National Curriculum Guide for secondary schools. This publication requires secondary schools to describe each course or module in terms of learning outcomes, i.e. knowledge, skills and competences students are supposed to acquire. It also requires schools to work towards six general aims (democracy and human rights, equality, literacy, creativity, sustainable development, and health and welfare). This emphasis on two types of educational aims places the new Curriculum Guide within a tradition of curriculum theory that originated in the works of Bobbitt and Tyler, and was further developed by Bloom and Taba. Some modern manifestations of this tradition are known as ‘outcomes based education’ and have been incorporated into the so-called Bologna process. This tradition has its roots in Cartesian rationalism and technocratic modes of thinking. Its core is summarised in the following three statements: 1) Curriculum design begins with a statement of aims and decisions about teaching materials, and teaching methods are derived from the aims. 2) The aims, are learner-centred, that is, they specify how students are supposed to change, i.e. what competencies, skills, knowledge, attitudes, mindset or characteristics they are expected to acquire. 3) The aims are objectives that can be completed rather than guiding lights that give direction to an open-ended or lifelong endeavour. These three points often go hand in hand with emphasis on efficiency and quantifiable results. This tradition of curriculum theory was influential among curriculum theorists and top-level educational administration in the 20th century. However, it was at odds with school traditions that were largely shaped in the 19th century and drew upon humanistic and enlightenment ideals of education. Over the past 45 years or so, the tradition of curriculum theory, outlined above, has been criticized by a number of educationists and philosophers of education. Some of the most important criticisms were set forth by Schwab and Stenhouse in the early 1970s. They both advocated ideals of liberal education and warned against reducing subject matter to the role of servant. Schwab also argued that statements of educational aims are abstractions that get whatever meaning they have from contexts that include subject matter and teaching methods and are therefore unable to determine what to do in schools. This argument makes it doubtful that school curricula can possibly be aims-based in the sense assumed by the tradition outlined above. Stenhouse did not argue for the impossibility of aims-based curricula. His main point was rather that detailed specification of aims is undesirable, both because education should increase the freedom of students rather than mould them, and because truly successful education makes students’ behaviour unpredictable. The arguments produced by Schwab make it questionable how realistic the requirements made by the new National Curriculum Guide are, and Stenhouse’s arguments provide reasons to doubt their desirability. Earlier curriculum guides for secondary schools issued by the Icelandic Ministry of Education in 1986 and 1999 had required schools to use aims as principles of curriculum organisation. These publications from the last decades of the 20th century did, however, not specify in detail what types of aims were acceptable. With the publication of the 2011 National Curriculum Guide for secondary schools, educational authorities in Iceland attempt to systematise the presentation of educational aims in secondary school curricula to a greater extent than before, by requesting schools to use precise formulation of learner-centred aims as organising principles for all modules. This can be read as a continuation of the attacks advocates of technocratic rationalism in the 20th century have been making on traditions based on ideals of humanism and liberal learning.Ákvæði um markmið og markmiðssetningu í almennum hluta nýrrar aðalnámskrár framhaldsskóla (Mennta- og menningarmálaráðuneytið, 2012) eru afsprengi bandarískrar hefðar í námskrárfræðum sem rekja má til rita eftir John Franklin Bobbitt og Ralph W. Tyler og var síðan þróuð af Benjamin S. Bloom, Hildu Taba og fleirum. Í greininni er rökstutt að kjarni þessarar hefðar, sem nýja námskráin tilheyrir, felist í kröfu um að nám sé skipulagt út frá nemendamiðuðum markmiðum sem hægt sé að ná eða ljúka. Þessari hefð hefur verið andmælt af mörgum námskrárfræðingum síðustu 45 árin eða þar um bil. Tveir af þekktustu andmælendunum eru Bandaríkjamaðurinn Joseph Schwab og Bretinn Lawrence Stenhouse sem báðir héldu fram menntapólitískum sjónarmiðum í anda húmanisma eða þess sem á ensku kallast „liberal education“ og rökstuddu að ekki sé skynsamlegt að líta á námsefni skóla eingöngu sem tæki til að ná markmiðum. Í greininni er sagt frá meginatriðum í rökunum sem Schwab og Stenhouse færðu gegn námskrárfræðahefðinni og bent á að þau veki bæði spurningar um hvort það sé mögulegt og hvort það sé æskilegt að móta skólastarf eftir markmiðum eins og nýja aðalnámskráin segir að gert skuli
Education for Self-Control: Some Similarities Between Dewey’s Experience and Education and Locke’s Theory of Rational Agency
No full textOne of the themes that runs through Dewey’s Experience and Education is an argument to the effect that education aims at self-control. The details of this argument reveal close affinity between Dewey’s philosophy of education and the ideals of the Enlightenment. They are also strikingly similar to John Locke’s thoughts about freedom and education published in the seventeenth century. Comparison of their texts shows that Dewey and Locke worked with similar distinctions between positive and negative freedom. They both saw freedom and guidance as compatible, and conceived of self-control as dependent on autonomy-friendly habits instilled through education
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
- …
