Theory and Research in Education最新文献

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Equipoise and ethics in educational research 教育研究中的平衡与伦理
IF 1.2
Theory and Research in Education Pub Date : 2021-03-01 DOI: 10.1177/14778785211009105
L. Burkholder
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引用次数: 0
A Polanyian rationale for a liberal arts core curriculum 波兰人对文科核心课程的基本原理
IF 1.2
Theory and Research in Education Pub Date : 2021-02-25 DOI: 10.1177/1477878521996237
J. Fennell, Timothy L. Simpson
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引用次数: 0
Spinoza on the teaching of doctrines: Towards a positive account of indoctrination 斯宾诺莎论教义教学:对教化的积极阐释
IF 1.2
Theory and Research in Education Pub Date : 2021-02-23 DOI: 10.1177/1477878521996235
J. Dahlbeck
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引用次数: 4
Book review: Meira Levinson and Jacob Fay (eds), Democratic Discord in Schools: Cases and Commentaries in Educational Ethics 书评:Meira Levinson和Jacob Fay(编),《学校中的民主纷争:教育伦理的案例与评论》
IF 1.2
Theory and Research in Education Pub Date : 2020-11-01 DOI: 10.1177/1477878520985997
Ashley Taylor
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引用次数: 0
De-idealising the educational ideal of critical thinking 使批判性思维的教育理想去理想化
IF 1.2
Theory and Research in Education Pub Date : 2020-11-01 DOI: 10.1177/1477878520981303
H. Pettersson
{"title":"De-idealising the educational ideal of critical thinking","authors":"H. Pettersson","doi":"10.1177/1477878520981303","DOIUrl":"https://doi.org/10.1177/1477878520981303","url":null,"abstract":"It is widely recognised among educational theorists, educators and policy makers alike, that critical thinking should claim a superordinate place in our system of educational objectives. In the philosophical literature on this topic, critical thinking is often conceptualised as the educational cognate of rationality, which in turn is analysed as being comprised of the relevant skills and abilities to assess reasons and evidence, together with the intellectual dispositions to actively use these proficiencies in practice. The resulting picture is in many respects normative and idealised, following the style of philosophical theorising commonplace in the tradition of analytic philosophy of education. In contrast, certain recent empirical findings related to the rational performance of actual human beings seem to cast doubts on the extent to which we can expect people to fulfil these idealised normative standards of rationality. After introducing the relevant philosophical theories and psychological results, I ruminate on the implications these ideas have on our pedagogical views pertaining to critical thinking education.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"18 1","pages":"322 - 338"},"PeriodicalIF":1.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1477878520981303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42143069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Children’s wellbeing and their academic achievement: The dangerous discourse of ‘trade-offs’ in education 儿童的幸福和他们的学业成就:教育中“权衡”的危险话语
IF 1.2
Theory and Research in Education Pub Date : 2020-11-01 DOI: 10.1177/1477878520980197
Tania Clarke
{"title":"Children’s wellbeing and their academic achievement: The dangerous discourse of ‘trade-offs’ in education","authors":"Tania Clarke","doi":"10.1177/1477878520980197","DOIUrl":"https://doi.org/10.1177/1477878520980197","url":null,"abstract":"Research conducted in England over the last decade has documented sustained, significant decreases in children’s wellbeing. While recent changes to curriculum policy promoting children’s wellbeing have been introduced, a notable feature of the discourse surrounding the promotion of children’s wellbeing is that wellbeing is regarded as opposed to, or in tension with, children’s academic achievement. Recently, Gabriel Heller-Sahlgren proposed that there is an inevitable ‘trade-off’ between children’s ‘wellbeing’ and their academic achievement. Using PISA 2012 data, Heller-Sahlgren argues that pupil happiness and high achievement do not go hand in hand; implying policymakers have a decision to make about which they uphold as the priority. In this article, I discuss the theoretical assumptions underpinning transnational comparisons of children’s wellbeing and review evidence from psychology and education to ascertain whether a trade-off is empirically supported. I argue that far from being incompatible, children’s wellbeing and achievement are positively associated. However, this relationship is not straightforward and requires careful disentangling of the hedonic and eudaimonic components of wellbeing. I underline four main gaps in current knowledge of the wellbeing-achievement relationship to date: the need for (1) multidimensional conceptualisation and measurement of wellbeing, (2) exploration of mediating mechanisms/constructs explaining the wellbeing-achievement relationship, (3) objective operationalisation of achievement, and (4) investigation of developmental differences. To conclude, I argue that when making policy recommendations researchers should avoid ‘all or nothing’ thinking which lures governments into false dichotomies.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"18 1","pages":"263 - 294"},"PeriodicalIF":1.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1477878520980197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47192187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 32
The circularity of moral exemplarity 道德模范的循环性
IF 1.2
Theory and Research in Education Pub Date : 2020-11-01 DOI: 10.1177/1477878520981296
J. Mckenna
{"title":"The circularity of moral exemplarity","authors":"J. Mckenna","doi":"10.1177/1477878520981296","DOIUrl":"https://doi.org/10.1177/1477878520981296","url":null,"abstract":"In her Exemplarist Moral Theory, Linda Zagzebski argues that we can empirically discover the meaning of moral terms like ‘virtue’ and ‘the good life’ by direct reference to moral exemplars – those people we admire as morally exceptional. Her proposal is promising, because (1) moral exemplars play an important motivating role in moral education, and (2) her use of direct reference means we may be able to avoid the contentious descriptivism that accompanies moral terms like ‘good’ and ‘virtue’. In this article, I argue that Zagzebski’s theory fails regarding (2), because her direct reference method must use presupposed descriptions and leads to circular identification of moral exemplars.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"18 1","pages":"339 - 351"},"PeriodicalIF":1.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1477878520981296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44583938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Promoting wellbeing through positive education: A critical review and proposed social ecological approach 通过积极教育促进福祉:一个批判性的回顾和提出的社会生态方法
IF 1.2
Theory and Research in Education Pub Date : 2020-11-01 DOI: 10.1177/1477878520988432
S. Coulombe, Kendra Hardy, Rachel Goldfarb
{"title":"Promoting wellbeing through positive education: A critical review and proposed social ecological approach","authors":"S. Coulombe, Kendra Hardy, Rachel Goldfarb","doi":"10.1177/1477878520988432","DOIUrl":"https://doi.org/10.1177/1477878520988432","url":null,"abstract":"Youth wellbeing is a pressing international problem, and it is a key concern of educational institutions, considering the substantial amount of time that youth spend in school. Educators require empirically validated and theoretically sound methods to support students’ wellbeing. This article critically examines the literature on youth wellbeing and interventions in positive education and proposes an innovative, social ecological approach to promoting wellbeing in education. Personal Projects Analysis is a complementary approach addressing several gaps identified in existing interventions (e.g. lack of consideration of ecological and cultural contexts, need for a person-centred approach to support unique goals of diverse students). Implications and applications are discussed to demonstrate how school leadership and educators can apply Personal Projects Analysis to promote the wellbeing of all students.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"18 1","pages":"295 - 321"},"PeriodicalIF":1.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1477878520988432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46717714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Book review: Michael S. Merry, Educational Justice: Liberal Ideals, Persistent Inequality, and the Constructive Uses of Critique 书评:迈克尔·S·梅里,《教育正义:自由理想、持续的不平等和批判的建设性使用》
IF 1.2
Theory and Research in Education Pub Date : 2020-09-13 DOI: 10.1177/1477878520957835
Johannes Drerup
{"title":"Book review: Michael S. Merry, Educational Justice: Liberal Ideals, Persistent Inequality, and the Constructive Uses of Critique","authors":"Johannes Drerup","doi":"10.1177/1477878520957835","DOIUrl":"https://doi.org/10.1177/1477878520957835","url":null,"abstract":"In this highly readable and densely written book, Michael S. Merry develops a constructive critique of contemporary conceptions of educational justice. The book is subdivided into three main parts. The first part provides an introduction to the complex debate about educational justice in political philosophy and philosophy of education while presenting the theoretical underpinnings of his own critique. This critique rests on three interrelated methodological pillars, focusing on central blind spots of the currently dominant liberal egalitarian paradigm in the debate about educational justice. The first pillar concerns the debate between ideal and non-ideal theory. According to Merry, one of the major shortcomings of controversies over educational justice is the lack of a sufficiently complex integration of principled normative theorizing and empirical social research. While he repeatedly emphasizes that we cannot and should not do without ideal theory tout court, Merry plausibly argues that with respect to real-world problems standard ideal theories provide only very limited orientation for an adequate, empirically informed assessment of what educational justice requires. Throughout the book, Merry shows how difficult and messy things get in any serious attempt to apply normative frameworks and principles in concrete contexts (as opposed to often stylized, hypothetical cases). Confronted with empirical evidence, liberal egalitarian arguments and assumptions indeed in some cases seem to be based on more or less fantastic, ahistorical constructions (for instance, the ‘ideal’ public school), bearing little resemblance to actual sociopolitical conditions and functions of the educational systems in most, if not all, contexts. This point alone makes the book an absolute rarity in the debate about educational justice and non-ideal theory, especially if the latter is more than just a label which merely signifies that one also and often highly selectively takes empirical research into account in order to confirm one’s normative beliefs. This problem is related to the second pillar, which constitutes an ideology critique: Merry assumes that currently dominant modes of theorizing educational justice within the liberal paradigm are prone to a variety of unconscious biases and related unquestioned empirical assumptions. These include, for instance, cognitive dissonance as the tendency to downplay the relevance of countervailing empirical evidence which does not fit into one’s normative framework. Due to these and other tendencies to which we 957835 TRE0010.1177/1477878520957835Theory and Research in EducationBook reviews book-review2020","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"18 1","pages":"364 - 366"},"PeriodicalIF":1.2,"publicationDate":"2020-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1477878520957835","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49342563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Book review: John Tillson, Children, Religion and the Ethics of Influence 书评:约翰·蒂尔森:《儿童、宗教与影响伦理》
IF 1.2
Theory and Research in Education Pub Date : 2020-07-20 DOI: 10.1177/1477878520944712
C. Bellolio
{"title":"Book review: John Tillson, Children, Religion and the Ethics of Influence","authors":"C. Bellolio","doi":"10.1177/1477878520944712","DOIUrl":"https://doi.org/10.1177/1477878520944712","url":null,"abstract":"body), but also itself constitutes an ideology which obscures rather than clarifies what may be feasible and ignores more straightforward policies to counteract educational injustice, independently of how ‘diverse’ students are. In the third part, Merry engages with three debates about educational justice in the context of the debate about the inclusion of autistic children in the public school system, the debate about Islamic schools, and the debate about sound selection procedures for admissions to schools. In his detailed reconstructions of each of these cases, Merry outlines the many dilemmas and complexities one has to deal with, if one wants to provide normatively sound, empirically informed, and feasible suggestions for policies that may foster educational justice in real-world conditions. Throughout his discussion of these debates, he points out both the practical limits of policies that aim to enhance educational justice within the context of broader socioeconomic and political injustices and the limits and shortcomings of existing policy proposals, which in some cases are based on dogmatic beliefs and myths rather than empirical evidence. Nevertheless, pointing out these practical constraints, tensions, and obstacles does not imply cynicism and hopelessness with respect to the possibility of counteracting educational injustice. On the contrary, according to Merry, a realistic take on the relevant problems and an awareness of the many empirical uncertainties are necessary prerequisites to identify viable, justice-enhancing policies. Merry provides a compelling and nuanced critique of established and long-held assumptions concerning both the methodology of theorizing educational justice in general and core beliefs and dogmas of liberal egalitarian conceptions of justice in particular. This critique – even if one does not accept all the arguments and assumptions (e.g. concerning radical critiques of public schools) – is certainly long overdue in light of the fact that quite a few of Merry’s arguments have been aired for decades in the sociology of education as well as in other educational philosophies and sciences (and not only by more radical left-wing types). Merry provides ample reasons for the view that we need a methodological shift away from the liberal paradigm, if we want to provide a theoretically clear and empirically informed idea of what is actually required by educational justice in the world we live in. In short, this is an excellent book. It represents empirically informed philosophy at its best and is a must-read for everyone interested in debates about educational justice.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"18 1","pages":"366 - 368"},"PeriodicalIF":1.2,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1477878520944712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48307387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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