关键词： Science education   Science as a Human Endeavour   Critical pedagogy  

摘要： Science as a Human Endeavour (SHE) is an innovative strand of the most recent Australian Curriculum: Science. The introduction of SHE is welcome and comes at a time when Science, Technology, Engineering and Mathematics (STEM) education is under increasing scrutiny both in Australia and across the world, with some commentators identifying a possible crisis. Such an adventurous addition to the curriculum, however well-intentioned, was always going to provoke significant challenges to the repertoires and pedagogical approaches of many teachers, and particularly early career teachers. This project aimed to link three important elements of science education: pedagogy related to SHE, concepts of critical pedagogy and the professional learning of teachers through practitioner inquiry. We document how three early career teachers of science, all teaching in low socio-economic schools in challenging circumstances, found ways to engage with the demands of the Australian Curriculum and redesign pedagogy for incorporating the SHE strand into their practice. These early career teachers participated in a year-long action research study into the effectiveness of their own pedagogical practices. The paper examines the challenge these teachers faced as they incorporated SHE into their teaching.

关键词： university pedagogy   public design studio   walking   mapping   neo-Humboldtian university  

摘要： In 2016 Bruno Latour delivered a lecture at Cornell University in which he responded to what he called the actual situation of disorientation and (literal) lack of common ground by offering some "hints for a neo-Humboldtian university." One hint he offered was that we should consider pedagogy as the frontline for staging an approach to societal challenges that links basic research and public engagement. Here, Jan Masschelein follows and extends upon this hint through exploring some ways to reclaim or reinvent the university as pedagogic form. Concretely, he describes the development of a course on designing educational practices that is conceived as a way to turn cities into a milieu of public and collective study. Masschelein's contribution to this symposium offers a "technical story" about physical, material experiences, one that contains some prepositions and propositions, an example, many detours, and a few practical notes and considerations. By this means, he explores the meaning and form pedagogy takes when we do not reduce it to teaching and extension, but instead approach it as the genus and the locus of a nexus between public engagement and basic research. Masschelein concludes by proposing the "public design studio" as a pedagogic form suited to the neo-Humboldtian university.

关键词： performative text   assemblage   arts-based research   #ShimlaPark  

摘要： In this performative text, we explore the events that unfolded around the #ShimlaPark incident on February 22, 2016, on the Bloemfontein campus of the University of the Free State (UFS), South Africa. The text consists of four voices;that of a student, an educator, theory, and the official report commissioned by the UFS after the #ShimlaPark incident. These voices are conceptualized as an assemblage of experience. We employ arts-based research as an affective event that enables us to generate new problems, to create new concepts that allow for the emergence of a different world.

关键词： Civics   Critical pedagogy   Intellectual solidarity   Social studies   Teacher ideology   Teacher ontology  

摘要： Critical pedagogy is an optimistic approach for achieving transformative agency, which remains an elusive and vital aspect of civic education. Therefore, the purpose of this study was to examine the pedagogical approach of three critically identifying teachers. Specifically, this study was interested in understanding participant teacher critically civic ontological postures. The posture implies an understanding of the power inherent to civic relation and pedagogy. Participant teachers uniquely demonstrated postures that allowed them to address conceptual, personal, and material aspects of civics education. Participants achieved this first by making clear temporal connections between citizenship and disciplines;second, by incorporating student experiences;and lastly by utilizing a range of instructional approaches to negate traditional civic archetypes. Findings suggest that critical civic ontological postures are dynamic, contextual, and disciplinarily situated. Authentically critically civic ontological postures include developing intellectual solidarity with students and those in educational communities. © 2018

关键词： Adult education   autoethnography   pedagogy of saneness   mad studies   sane supremacy  

摘要： This article is an autoethnographic account of a 'schizoaffective' sufferer learning about and navigating the environs of saneness as a graduate student resisting traditional sane pedagogic structures. Culling from theories found in adult education, Whiteness Studies, and Mad Studies to show that saneness can be conceptualized as a site of critical pedagogy, the author narrates numerous ways in which saneness is embedded in schools and society. In addition, he describes how sane performativity is taught and made educational by inducting a new notion into educational studies: the pedagogy of saneness.

关键词： 教育学   通俗读物  

ISBN: (纸本)9787518060320

摘要： 本书从理论篇、实用篇和竞技篇三个方面全方位帮助读者去提高记忆力。理论篇讲到大脑训练的基本功，详细介绍了几种强大的记忆体系-记忆宫殿、连锁串联法、情景画面法等，这些都属于体系性的记忆方法。实用篇主要写如何把记忆法运用到学习和生活中，详细介绍了如何记忆古诗文，如何记忆现代文，如何记忆政、史、地及英语单词，还写到了日常生活中比如电话号码、人名等记忆法。竞技篇针对部分想参加脑力锦标赛的读者，给大家详细介绍了各大项目的破解捷径。

关键词： Distance education and telelearning   Evaluation of CAL systems   Interactive learning environments   Pedagogical issues  

摘要： This paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their technological specifications. Previous studies in this field centred on Automated Writing Evaluation, Automated Essay Scoring and the rarer Intelligent Tutoring Systems, addressing mainly essay writing needs in US secondary school instruction. With technology-enhanced learning becoming more ubiquitous and widespread, new technologies and tools catering to a broader range of genres, pedagogical settings, and approaches are emerging. We present a systematic analysis of 44 tools across 26 quantitative and qualitative features related to writing processes, pedagogical approaches, feedback modalities and technological specifications. The results uncover an imbalance of available tools with regard to supported languages, genres, and pedagogical focus. While a considerable number of tools support argumentative essay writing in English, other academic writing genres (e.g., research articles) and other languages are under-represented. With regard to the pedagogical focus, automated support for revising on the micro-level targeting factual knowledge (e.g., grammar, spelling, word frequencies) is well represented, whereas tools that support the development of writing strategies and encourage self-monitoring to improve macro level text quality (e.g., argumentative structure, rhetorical moves) are infrequent. By mapping the state of the art and specifying direction for further research and development, this review is of interest to researchers, policymakers, tool developers, and practitioners of writing instruction in higher and secondary education institutions.

关键词： Lyotard   Lefebvre   urbanism   stupidity   protest movements   domus  

摘要： In this article, Derek R. Ford develops an urbanist pedagogy, a particular mode of educational praxis that arises out of - and, more importantly, is oriented toward - the creation of the urban, a praxis that is internal to and constitutive of urban revolt. Ford does so with the help of two thinkers who are seldom theorized together: Henri Lefebvre and Jean-Francois Lyotard. Taken together, Lefebvre and Lyotard allow him to advance a conception of the urban not as an object, thing, or distinct space (like the city), but as an incommunicable process that entails two distinct and interrelated creative educational elements: explosive confrontation and stupor. At the end of the article, Ford reads this urbanist pedagogy through a set of protest movements in West Germany.

关键词： pedagogy   subjectivity   Orthodox Christianity   South India   Sunday school  

摘要： This article focuses on religious pedagogies as an essential part of the practice and the making of modern religion. It takes the case of the Syrian Orthodox communities in Kerala, South India to examine how shifts in pedagogical models and practice have reframed their understanding of knowledge and God. The paper highlights two moments of transformation-the nineteenth-century missionary reforms and twenty-first-century Sunday school reforms-that brought "old" and "new" pedagogies into conflict, redefining the modes of knowing and religious subjectivities they presuppose. For this I draw from historical and pedagogical materials, and ethnographic fieldwork in churches and Sunday schools. The paper diverges from widespread narratives on the missionary encounter by showing how colonial efforts to replace ritual pedagogies with modern schooling were channeled into a textbook culture that remained close to Orthodox ritualism. The "new" pedagogy turned learning into a ritualized practice that continued to emphasize correct performance over interiorized belief. Contrasting this with todays' curriculum revisions, I argue that educational reforms remain a privileged mode of infusing new meanings into religious practice and shaping new orthodoxies, especially under the threat of heterodoxy. This reflects a broader dynamic within Orthodox Christianity that takes moments of crisis or change as opportunities to turn orthopraxy into orthodoxy and renew the faith. The paper engages with postcolonial debates on religion, education, and modernity, and points to more pervasive assumptions about what makes Orthodox Christianity and the modes of knowing and ethical formation in Eastern Christianity.