关键词： Dicey   Common law   Pedagogy   Science   Apprenticeship  

摘要： In his inaugural address as the Vinerian Professor of English law in 1883, Albert Venn Dicey laid down the vision for a new pedagogy for the common law to replace the 'unaccountable' arrangement of apprenticeship that had hitherto served the common law. The latter, he likened to 'brick making'. At the heart of Dicey's vision was the idea that the common law be cognized as a system of rules and exceptionsin contrast to the classical common lawyers' self-understanding which took it to be a practice of reasoning-which could then, like other sciences, be expounded and taught by the newly emerging professoriate. Dicey pitched this as supplementing the 'brick maker' with a knowledge of the science underlying his craft. This article argues that Dicey's rationalist pedagogical vision, however, fundamentally altered the very nature of the common lawyers' enterprise since it was based on a philosophical model opposed to the one the common lawyers' traditional self-understanding presupposed. On the rationalist model (which Dicey presupposes), the common law is seen as being comprised of standards-with precedents being seen as rules-which it is the task of legal reasoning to bring to bear upon the case. On the reasonableness model-which is how David Hume, along with the common lawyer, understood the common law-the task of legal reasoning is to have a motivational traction on the community and precedents are rhetorical counters that serve to persuade the interlocutor.

关键词： Participatory pedagogy   Constructivism   Instructivism   Pedagogical interaction   Chinese early childhood education  

摘要： This study investigated the pedagogical interactions between teachers and young children in six sampled Chinese kindergarten classrooms. Altogether 4320 turns of dialogue were coded from 27 videotaped pedagogical activities, and the 12 class teachers were surveyed and interviewed. The results revealed a unique Chinese pedagogical interaction that is a fusion of participatory and transmissive pedagogies: teachers directed the interactions with open-ended questions and whole-class dialogues, whereas children responded with short answers based on the learning content. This was reported by the teachers to be associated with the joint influence of related child, teacher, and cultural factors. (C) 2019 Elsevier Ltd. All rights reserved.

摘要： An editorial is presented on the term 'Tien-rén-hé-yi', that is the harmony between humanity and nature in Chinese traditional culture. It discusses the Chinese ecological philosophy, identification of the meaning of 'tien' that is anthropomorphic god, corresponding view between nature and human as given in Daoist thought.

关键词： algebra   chemistry   Health sciences   interdisciplinary   mathematics   motivation   physics   precalculus   undergraduate  

摘要： Students entering health sciences programs may face challenges on their road to successful completion and possible entry to medical school in the area of preparedness in quantitative skills. At our institution, faculty analyzed evidence of these challenges including performance on the ACT Math Test, an in-house math placement test and quantitative tasks for physics and chemistry courses. The authors have used the ARCS (Attention, Relevance, Confidence, Satisfaction) conceptual framework developed by John M. Keller to examine a collaborative effort by our faculty from mathematics, chemistry and physics to design and deliver an interdisciplinary quantitative curriculum in the first 2 years. Preliminary results show high levels of attention, an improvement in student perceptions regarding the relevance of math to science, significant improvements to student confidence in their ability to learn and apply algebra, and reasons for student satisfaction. Faculty reflections indicate that this was a significant and rewarding effort. ©, Copyright © Taylor & Francis Group, LLC.

摘要： Exploring the potential of nontraditional content for educational activities can help engage students' interests, while leading to numerous academic and social-emotional benefits. ©, Copyright Childhood Education International.

关键词： Laughter   pedagogy   sexuality   education   LGBTQIA  

摘要： This paper describes and analyses the 'feminist pedagogy of laughter' deployed in an original sex education presentation for college students, entitled Sexual Pleasure, Health, and Safety (SPHS). This work seeks to advance scholarship on liberatory education and humour in education by emphasising how we can use laughter to casually and joyfully deconstruct sexism, racism and heterosexism as they concern sexual stigma, violence, health and pleasure. This style of pedagogy also defuses discomfort around stigmatised topics and identities, disrupts oppressive norms about sex and bodies, and builds communities that enhance learning. We position the feminist pedagogy of laughter as a technique that may be replicated to empower participants to pursue sexual pleasure and wellbeing despite sexist, racist and heterosexist obstacles. Educators may apply the feminist pedagogy of laughter to create sex education lessons and curricula that participants can enjoy, learn from and apply in real life. The pedagogy may be especially useful in supporting high-impact lessons within the time constraints of university life.

摘要： Click to increase image sizeClick to decrease image size

关键词： Improvisation   Sound Art   Pedagogy   Socially-Engaged   Community-Based   Resonance   Resonant Pedagogy   Inclusion   Exclusion   Free Improvisation   iPad   Australia   Northern Ireland   Canada  

摘要： This paper reflects on using improvisation approaches in teaching sound art, in socially-engaged art projects, and in tertiary classrooms. The author argues for an approach she calls 'resonant pedagogy' where improvisation is present in both the pedagogical design and in the content of the classes, allowing teachers/facilitators and students/participants to work together across the different disciplines that coalesce in the practice of sound art. A resonant, improvisatory approach also recognises and responds to the backgrounds, experiences, abilities, environments, and cultures of those present. Using examples from training in community settings in Australia, Northern Ireland, and Canada, and classes at the University of Regina, she suggests that incorporating improvisation might be one way to push back against the binary of 'inclusion' and 'exclusion'. In such a binary, power seems to rest with those doing the 'including'. Instead, she suggests teachers make room for unique cultural formations to thrive, in a climate marked by resonating differences.

关键词： Sport for development   coaching   critical pedagogy   Paulo Freire   social change   physical education   coach education  

摘要： This article explores the pedagogy of an urban Sport for Development (SfD) initiative in Belgium through the voices of young people. We draw on the critical pedagogy of Paulo Freire, and use qualitative research methods (i.e. observations, informal conversations, in-depth interviews and sharing circles) over a three-year period, to analyse the initiative's actual pedagogical practice with key Freirean concepts (i.e. 'banking education', 'dialogue' and 'dialogical action') and virtues (e.g. respect for people's knowledge, rejection of discrimination, caring for people). The findings reveal the presence of several Freirean virtues, emerging dialogue and, for some, action thought. Still, the SfD initiative remains at considerable distance from fully-fledged critical pedagogy. The young people in the SfD initiative nonetheless experience it as a space where they can be themselves, feel at home, gain respect, can learn to reflect and form opinions, and are temporarily freed from daily struggles such as discrimination. We discuss several pathways that could foster the capacity to organise and deliver a programme beyond emerging dialogue and action.

关键词： Vocational pedagogy   vocational education   agricultural education   Uganda   craftsmanship  

摘要： Increasingly studies claim that building young people's vocational interest in agriculture, as a sector of meaningful employment, is a central dilemma of Africa's education and labour market systems. With Ugandan students' voices, this article examines some of the methodological dilemmas of agricultural education and training. The article draws from evidence generated through a qualitative case study of a public agricultural college. We undertook the study in line with our conceptual argument for mainstreaming young people's voices in the search for solutions to improve agricultural education practice. The study explored and analysed students' experiences and perceptions of the college's vocational pedagogy. Findings that uncover weak agricultural vocational pedagogy at the case study college are analysed and discussed to inform our recommendation for the embedding of craftsmanship virtues in vocational education practice to optimise students' achievement.