Your search found 17229 results.

Descriptors:
Citations (References); Translation; Primary Sources; Japanese; English; Teaching Methods; Creativity; Contrastive Linguistics; Educational Philosophy; Editing; Books; Educational Research; Criticism

Abstract:
The only available English translation of Makiguchi Tsunesaburo's most characteristic work, "Soka Kyoikugaku Taikei" ("The System of Value-Creating Pedagogy"; 1930-1934), was published as "Education for Creative Living" in 1989 with Alfred Birnbaum as the translator and Dayle M. Bethel as the editor. "Education for Creative Living", not Makiguchi's Japanese original, has been translated into 13 languages and has contributed to introducing Makiguchi's educational ideas to the non-Japanese-speaking world. In this article, the author reports findings of a comparative, cross-linguistic textual analysis of "Education for Creative Living" and "Soka Kyoikugaku Taikei". Her findings indicate that Bethel has made many editorial choices without notifying the reader, such as putting more emphasis on philosophy than pedagogy, simplifying some of Makiguchi's arguments; omitting Makiguchi's references to various scholars; and omitting, inserting and revising portions of text. These editorial choices give the impression of a simpler, less sophisticated, less well-read Makiguchi to non-Japanese readers and render "Education for Creative Living" problematic as a primary source of academic research. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teaching Methods; Human Geography; Foreign Countries; Educational Philosophy; Writing Instruction; Self Concept; Political Influences; Second Language Learning; Second Language Instruction; Language Planning; Educational Trends; Critical Theory; Standards

Abstract:
In this article, the author examines Makiguchi Tsunesaburo's philosophy and practice of human geography ("jinsei chirigaku"), community studies ("kyodoka"), and composition instruction based on "value-creating pedagogy" ("soka kyoikugaku") for thinking through and responding to two competing trends intersecting language, identity, and education in the contemporary United States--the politicized imagining of America and increasingly ineffective critical approaches to second language education. As the politicized imagining and language policies Makiguchi faced in wartime Japan are echoed, though in substantively different form, in the contemporary United States, the author draws on Makiguchi's own words in these areas to think through and suggest ways contemporary educators can "create value" from the two aforementioned trends intersecting language, identity, and education in the United States. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Lifelong Learning; Sustainable Development; Problem Solving; International Education; International Studies; Performance Factors; Barriers; Educational Philosophy; Global Approach; Change Strategies; Educational Change; Educational Strategies; Educational Policy; Policy Analysis; Public Policy; Educational Trends; Fundamental Concepts; Holistic Approach

Abstract:
This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent "the last word" on the provision of learning and the enhancement of life chances and instead we put forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Mathematics Education; Elementary Secondary Education; Ethics; Canada Natives; Laws; Educational Research; Politics of Education; Indigenous Populations; World Views; Conflict; Educational Change; Educational Philosophy; Mathematics Instruction

Abstract:
In mathematics education, there are (at least) two seemingly disparate and unethical issues that have been allowed to continue unresolved for decades: the math wars (traditional versus reform teaching and learning of mathematics) and the marginalisation of Indigenous students within K-12 mathematics. Willie Ermine, an Indigenous scholar, has proposed the use of ethical spaces to explore and analyse occurrences of unethical situations arising between the "intersection of Indigenous law and Canadian Legal systems" (Ermine, "Indigenous Law Journal" 6(1):193-203, 2007). This paper brings Ermine's notion of ethical spaces to the field of mathematics education research as the theoretical framework for analysing the aforementioned issues. The result of this analysis is a potential single theoretical resolution to both dilemmas that can also serve as a significant factor in the processes of decolonisation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Conflict; Foreign Countries; Politics of Education; Correlation; Political Attitudes; Violence; Conflict Resolution; Power Structure; Educational Philosophy; Educational Administration

Abstract:
This article examines the contentious relationship between education and the Maoist insurgency in Nepal, analyzing the political intrusion on the education sector before and after the multi-party polity was restored in 1990, and the violent experiences of teachers and students during the decade-long conflict (1996-2006). It argues that the end of the conflict in 2006 has merely reduced the tangible attacks on education, as the political interference in the education system continues. During the post-accord transition, schools symbolize power centres in the community which provide a space for multi-party political scuffles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Curriculum Design; Sanctions; Discourse Analysis; Educational Practices; Neoliberalism; Politics of Education; Educational Philosophy; Ideology; Educational Environment

Abstract:
This article discusses the nature, power and effects of neo-liberal rationale in educational settings. By introducing discourse analysis of two cases, the influence of neo-liberal ideology on contemporary curricula and school programs were examined. The analysis showed that dominant discourses based on neo-liberal rationale presented themselves as "unquestionable truths" that influenced how educators interacted with others and went about their profession. The dominant discourses relied upon assertions by consensus or common conception and understanding to create an "officially" sanctioned way of thinking about education. Proponents of a particular dominant discourse argued that such sanctions were a necessary feature of an initiative or innovation, and provided a focus for energy and activism, winning teachers' support, and conveying to the wider community a sense of purpose, action and rational planning; a clear path to salvation. On the other hand, these dominant discourses had a necessary effect in obscuring other perspectives and disallowing critique from taking place. This article argues that discourse analysis provides a platform to interrogate the dominant discourses to reveal alternative or previously unseen perspectives. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teacher Education; Foreign Countries; Underachievement; Politics of Education; Educational Responsibility; Educational Philosophy; Change Strategies; Educational Change; Context Effect; Educational Policy; Educational Quality; Educational Improvement

Abstract:
Historically, New Zealand policy makers have defined quality teachers as those who form effective learning relationships with students and teach in culturally appropriate and responsive ways. Recent global emphasis on standardised test score improvement suggests that this definition is shifting, implying changes for the focus and the form of teacher education. This article explores this shift and its effect on raising achievement for learners in New Zealand schools and its implications for teacher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Females; Introductory Courses; Required Courses; Education Courses; Student Reaction; Educational Philosophy; Womens Studies; Controversial Issues (Course Content); Gender Issues; Preservation; Information Retrieval

Abstract:
Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Intervention; Generalization; Consultation Programs; Reliability; Positive Reinforcement; Elementary School Teachers; Program Implementation; Educational Philosophy; Student Participation; Student Behavior; Elementary School Students; Consultants

Abstract:
In this study we examined the extent to which teachers implement and generalize a praise intervention learned during behavioral consultation. Four elementary teachers and 15 of their students (3-4 per teacher) participated in the study. In each classroom, 1 student was randomly assigned as the consultation target student, 1 as the generalization target student, and the remaining as nontarget students. Within a randomized multiple baseline across teacher-participants design, data measuring treatment integrity, the consultation process, teacher intervention behaviors, and student outcomes were collected across 4 conditions: baseline, intervention implementation, generalization prompt, and generalization training. Results indicated that teachers did not consistently implement or generalize the praise intervention as a result of the conditions of the consultation process. The major limitations of treatment integrity, student selection, and a possible mismatch in teachers' training/philosophy of behavior management and the proposed intervention are discussed. Implications of the findings for future research and practice are presented. (Contains 4 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Philosophy; Educational History; Foreign Countries; Educational Change; Christianity; Religion Studies; Social Differences; Role; Social Systems; Social Change; Social Class; Teaching Methods; Educational Philosophy; Biblical Literature; Criticism; Cultural Education

Abstract:
Particularly after the Danish political system changed to parliamentarism in 1901, a growing interest in, and expanded meaning of, culture as a pedagogical category developed in relation to state schooling, on the road to a comprehensive school system for "the whole population". This article elaborates on the role played by theological scholars in particular in transforming "religion" into a pedagogised category of "culture", hence addressing what were to become central welfare state challenges: creating social cohesion, and thus defusing class conflict while maintaining social difference. The article examines two liberal theologians involved in the educational question, namely Aage Bentzen (1894-1953), Old Testament scholar and proponent of so-called biblical criticism, and one of his liberal-theological predecessors, Edvard Lehmann (1862-1930), founding father of Comparative Religion Studies and liberal theology as a movement in Denmark. A manifold understanding of "culture" appeared in their work which aimed at civilising, creating belongingness and establishing a common but differentiated relation to labour. In this endeavour, and in addition to scientific ideas of the Bible and Christianity as "culture" and "history", inspiration from--for instance--fascist and anarchist ideas on labour, state and society appear to fit well with inspiration from American pragmatism. The article argues that the theological pedagogisation of culture can be understood as a sacralisation of the state, aiming at governing the population through state schooling in a double sense: by creating cohesion while maintaining and producing social differentiation. (Contains 49 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website