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Conceptualizing Distributive Justice in Education: A Complexity Theory Perspective 教育分配公平概念化:复杂性理论视角
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-01 DOI: 10.1093/jopedu/qhad030
T. Gilead
Over the last two decades, complexity theory, which is designed to deal with systems of multiple interdependent variables, has been increasingly applied to analyse and shed light on various aspects of education. So far, however, complexity theory has rarely been used, if at all, to examine questions related to educational justice. This article offers a theoretical examination of some possible links between complexity theory and distributive justice in education. It asks how accepting the premise that education is a complex dynamic system should shape the way distributive justice in education is conceptualized and approached. It is argued that complexity theory challenges many assumptions on which the dominant approach for dealing with distributive justice in education rests. The article focuses on three subjects that stem from complexity theory but have implications for dealing with distributive justice in education: system diversity, reductionism, and change. Each of these subjects is examined separately, and some possible contributions of complexity theory to illuminating these subjects in relation to distributive justice in education are discussed. The article ends with a brief illustration of where a complexity based approach to educational justice leads that focuses on school choice and contrasts it with Brighouse’s views on this issue.
在过去的二十年里,复杂性理论,旨在处理多个相互依存的变量系统,已经越来越多地应用于分析和阐明教育的各个方面。然而,到目前为止,复杂性理论很少被用来研究与教育公正有关的问题,如果有的话。本文从理论上考察了复杂性理论与教育分配公平之间可能存在的联系。它询问如何接受教育是一个复杂的动态系统的前提应该塑造教育分配正义的概念和处理方式。有人认为,复杂性理论挑战了许多假设,这些假设是处理教育分配正义的主要方法所依赖的。这篇文章着重于三个主题,它们源于复杂性理论,但对处理教育中的分配正义有影响:系统多样性、还原论和变化。这些主题分别进行了研究,并讨论了复杂性理论对阐明这些与教育分配正义有关的主题的一些可能贡献。文章最后简要说明了以复杂性为基础的教育公正方法的走向,该方法关注学校选择,并将其与布里格豪斯在这一问题上的观点进行了对比。
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引用次数: 0
Review of Philip Kitcher The Main Enterprise of the World: Rethinking Education, Oxford: Oxford University Press 2022 菲利普·基彻评论《世界的主要事业:反思教育》,牛津:牛津大学出版社2022
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-01 DOI: 10.1093/jopedu/qhad023
John White
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引用次数: 0
Nice but not necessary? Reflections on the role of the arts in Kitcher’s Main Enterprise of the World 很好但没有必要?对艺术在Kitcher的《世界的主要事业》中的作用的思考
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-28 DOI: 10.1093/jopedu/qhad032
Alexis Gibbs
The manifesto presented in Philip Kitcher's exhaustive appraisal of contemporary American education-and the case for its potential reform-is so wide-ranging that it is not possible to do justice to its every component. Instead, I will speak to one of its parts in an attempt to recognise what I take to be the value of the whole. My aim is to address the section on the role of the arts in formal education, and the nature of aesthetic experience within that, to test whether we can take the arts from their current state of being subject to Adam Smith's model of market utility, to being appreciated for their necessary and organic vitality. Kitcher provides strong arguments for exposure to the arts as leading to invaluable aesthetic experiences for young people. By extension-and at times by contrast-I will explore the possibility that the ‘aesthetic’ in aesthetic education doesn't just come into force with the student's encounter with art works or creative activity in the classroom, but should be integral also to the development of a particular sensibility amongst educators (i.e. the aesthetic education of the educators) for the shape and form of a ‘good’ education, according to its context and circumstance. It is through this sensibility that we might rediscover the necessity of the arts in schools at a time when their importance has been significantly devalued.
菲利普·基彻(Philip Kitcher)对当代美国教育及其潜在改革的详尽评估中提出的宣言内容如此广泛,以至于不可能公正对待其每一个组成部分。相反,我将与它的一部分对话,试图认识到我认为的整体价值。我的目的是讨论艺术在正规教育中的作用,以及其中审美体验的性质,以测试我们是否可以将艺术从目前受制于亚当·斯密市场效用模型的状态,带到因其必要的有机活力而被欣赏。基彻为接触艺术为年轻人带来宝贵的审美体验提供了有力的论据。通过延伸和有时的对比,我将探索美育中的“审美”不仅仅随着学生在课堂上接触艺术作品或创造性活动而产生的可能性,但也应该是教育工作者对“好”教育的形式和形式的特殊情感发展(即教育工作者的美育)的组成部分。正是通过这种感性,我们可能会在艺术的重要性被显著贬低的时候,重新发现艺术在学校中的必要性。
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引用次数: 0
RE-EDUCATING THINKING philosophy, education and pragmatism 重塑思维哲学、教育与实用主义
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-28 DOI: 10.1093/jopedu/qhad031
N. Tubbs
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引用次数: 0
The provenance of the forms of knowledge thesis 知识论文形式的来源
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-17 DOI: 10.1093/jopedu/qhad008
P. Standish
This paper sets out to consider what is probably the most widely known of the writings of Paul Hirst, ‘Liberal Education and the Nature of Knowledge’. It examines the central concept of the ‘forms’ and goes on to explore the provenance of the ideas he develops in this paper, exposing diversity and some tension between these. At the end it offers some brief suggestions regarding the prospects for the idea of a liberal education today in the light of Hirst’s views.
这篇论文开始考虑保罗·赫斯特的著作中最广为人知的可能是什么,“自由教育与知识的本质”。它考察了“形式”的核心概念,并继续探索他在本文中发展的思想的来源,揭示了这些思想之间的多样性和一些张力。最后,结合赫斯特的观点,对当今自由主义教育的发展前景提出了一些建议。
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引用次数: 0
The centrality of education 教育的中心地位
4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-01 DOI: 10.1093/jopedu/qhad024
Philip Kitcher
Abstract This article is intended as a precis of The Main Enterprise of the World and hopes to orient those who have not read it to the symposium discussion that follows. It outlines my own version of a radical rethinking of education. Instead of holding that educational systems should be shaped so as to satisfy socio-economic constraints, interpreted narrowly in recent decades to emphasize the preparation of the young to compete in the global economy, it proposes to view education as ‘the main enterprise of the world’ (in Emerson's resonant phrase). I attempt to harmonize three important educational goals: equipping people to maintain themselves; providing the opportunity for fulfilling lives; and creating citizens who can live and work together to sustain democratic societies. The notion of fulfillment is elaborated by following J. S. Mill in emphasizing individual freedom to ‘pursue one's own good in one's own way’, and requiring the chosen project to contribute to a transhistorical pan-human enterprise. This requires a serious probing of the concept of autonomy. I argue that the reworked notion is closely linked to capacities for democratic deliberation, and, like Dewey, I view regular exchanges among citizens as crucial for genuine democracy. In light of these perspectives, shifts in the labor market, brought about by increasing automation, provide the opportunity for people to undertake rewarding (and properly respected) service work, participating throughout their lives in the education of others. The resulting position has curricular consequences, and these in turn require social and economic changes. I conclude by defending the approach I have sketched against charges of utopianism.
本文旨在作为《世界的主要事业》的简要介绍,并希望那些没有读过它的人能够在接下来的研讨会讨论中找到方向。它概述了我自己对教育的激进反思。它不认为教育系统应该被塑造以满足社会经济的限制,在最近几十年被狭隘地解释为强调年轻人在全球经济中竞争的准备,而是建议将教育视为“世界的主要事业”(用爱默生的共鸣短语)。我试图协调三个重要的教育目标:使人们有能力自我维持;提供充实人生的机会;培养能够共同生活和工作以维持民主社会的公民。在强调个人自由“以自己的方式追求自己的利益”,并要求所选择的项目为一个超越历史的泛人类事业做出贡献时,实现的概念得到了j.s.密尔的阐述。这需要对自主的概念进行认真的探索。我认为,这个重新定义的概念与民主审议的能力密切相关,而且,像杜威一样,我认为公民之间的定期交流对真正的民主至关重要。根据这些观点,自动化程度的提高所带来的劳动力市场的变化,为人们提供了从事有回报(并得到适当尊重)的服务工作的机会,并在他们的一生中参与对他人的教育。由此产生的地位会对课程产生影响,而这反过来又要求社会和经济变革。最后,我为我概述的方法辩护,反对乌托邦主义的指控。
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引用次数: 0
Continuing the conversation 继续对话
4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-01 DOI: 10.1093/jopedu/qhad027
Philip Kitcher
ABSTRACT I offer some responses to the principal points raised by Ben Kotzee, Alexis Gibbs, Sheron Fraser-Burgess, and Nigel Tubbs in their commentaries on my book, The Main Enterprise of the World: Rethinking Education (MEW), and to John White's penetrating and constructive review (the four commentaries and White's review all appear in this issue). In reply to Kotzee's challenge, I argue that MEW supports an improved approach to specialized scientific education, and that worries about the future of technology are unfounded. Gibbs’ critique, I contend, assumes a one-size-fits-all approach to the arts, in an area where I am concerned to make fine differentiations. Fraser-Burgess is right to wonder how my educational program can overcome the problems of multicultural, multiracial, multiethnic societies, but I maintain that the approach to educating citizens MEW outlines is the appropriate means to address those problems. Finally, I am happy to modify my conception of the Deweyan Society by introducing the kinds of Socratic explorations Tubbs proposes. John White introduces a number of significant issues and concerns. Some of these arise, I claim, from his adoption of familiar versions of concepts MEW takes pains to explicate in new ways. Since I argue for the superiority of my explicated versions, I view the correct strategy to involve discarding the presuppositions of the traditional notions White favours. With respect to moral education, for example, White's ‘precept-centered’ conception contrasts with my emphasis on the fundamental importance of skills of mutual engagement. His most extensive discussion, on my approach to fulfilment, poses a deep challenge. Here, I attempt to clarify and motivate the concepts I deploy. With respect to his review, however, as with my exchanges with the other commentators, this response can only be the beginning of what I hope will continue to be a fruitful conversation.
本·科泽、亚历克西斯·吉布斯、谢伦·弗雷泽-伯吉斯和奈杰尔·塔布斯在对我的著作《世界的主要事业:重新思考教育》(the Main Enterprise of the World: Rethinking Education, MEW)的评论中提出的主要观点,以及约翰·怀特(John White)深刻而富有建设性的评论(这四篇评论和怀特的评论都出现在本期杂志上),我将对此做出一些回应。在回答Kotzee的挑战时,我认为新经济周刊支持一种改进的专业科学教育方法,对技术未来的担忧是没有根据的。我认为,吉布斯的批评假设了一种一刀切的艺术方法,而我所关注的是在这个领域做出细微的区分。弗雷泽-伯吉斯想知道我的教育计划如何能够克服多元文化、多种族、多民族社会的问题,这是对的,但我坚持认为,《新经济学》概述的教育公民的方法是解决这些问题的适当手段。最后,我很高兴通过介绍塔布斯提出的各种苏格拉底式探索来修改我对杜威社会的概念。John White介绍了一些重要的问题和关注点。我认为,其中一些是由于他采用了熟悉的概念版本,而MEW煞费苦心地用新的方式来解释。既然我主张我的解释版本的优越性,我认为正确的策略包括抛弃怀特所支持的传统观念的前提。例如,在道德教育方面,怀特的“以戒律为中心”的概念与我对相互参与技能的基本重要性的强调形成了对比。他最广泛的讨论是关于我实现自我的方法,这构成了一个深刻的挑战。在这里,我试图澄清和激发我所部署的概念。然而,关于他的审查,正如我与其他评论员的交流一样,这一答复只能是我希望将继续是富有成果的对话的开始。
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引用次数: 0
From critical thinking to criticality and back again 从批判性思维到批判性思维,再回到批判性思维
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-29 DOI: 10.1093/jopedu/qhad021
H. Pettersson
This paper assesses the prospects of combining the distinctive strengths of the two major educational research programs of critical thinking and critical pedagogy—or, described more accurately, overcoming their shared limitations—in a new and superior educational objective called criticality. Several recent proposals explore the possibilities of engaging in bridgebuilding between these camps. The plan is that the distinctive strengths of these paradigms—the logical and epistemological precision of critical thinking together with the socio-political consciousness of critical pedagogy—could complement each other, while the associated adjustments to the overall picture could also help us to address their shared shortcomings. This gives us a new and more grounded educational goal of criticality, as suggested and developed independently by a growing number of thinkers (e.g. Burbules and Berk 1999; Davies 2014; Davies and Barnett 2015; Sibbett 2016; Shpeizer 2018). My article joins this on-going conversation but provides a more counter-reactionary tone by striving to vindicate the traditional mainstream conception of critical thinking. I maintain that despite their admirable ambitions, the various expressions of criticality do not succeed in combining the best parts of critical thinking and critical pedagogy, since on a deep meta-theoretical level these two paradigms have irreconcilable core principles. First, I argue that the depiction of the failures of critical thinking used to motivate criticality is to a large degree a strawman: in actuality, the existing conceptualization of critical thinking can already do the desired extra socio-political educational work, so there really is no pressing need for the suggested new augmentations. Second, the traditional worries of indoctrination, that have followed critical pedagogy since the inception of this educational movement, still remain unresolved within criticality. The only way to successfully address this concern is to lean on critical thinking as the core of our educational theory, bringing us right back to where started.
本文评估了将批判性思维和批判性教育学这两个主要教育研究项目的独特优势——或者更准确地说,克服它们的共同局限——结合在一个名为批判性的新的卓越教育目标中的前景。最近的几项提议探讨了在这些营地之间建立桥梁的可能性。计划是,这些范式的独特优势——批判性思维的逻辑和认识论准确性,以及批判性教育学的社会政治意识——可以相互补充,而对整体情况的相关调整也可以帮助我们解决它们的共同缺点。这为我们提供了一个新的、更接地气的批判性教育目标,正如越来越多的思想家所建议和独立发展的那样(例如,Burbules和Berk 1999;戴维斯2014;戴维斯和巴内特2015;西贝特2016;什佩泽2018)。我的文章加入了这场正在进行的对话,但通过努力证明传统主流批判性思维的正确性,提供了一种更为反反动的基调。我坚持认为,尽管批判性的各种表达有着令人钦佩的雄心,但它们并没有成功地将批判性思维和批判性教育学的最佳部分结合起来,因为在深层元理论层面上,这两种范式有着不可调和的核心原则。首先,我认为,对用于激励批判性思维的批判性思维失败的描述在很大程度上是一种束缚:事实上,现有的批判性思维概念化已经可以完成所需的额外社会政治教育工作,因此确实没有迫切需要提出新的补充。其次,自这场教育运动开始以来,批判教育法一直伴随着灌输的传统担忧,但在批判中仍未解决。成功解决这一问题的唯一方法是将批判性思维作为我们教育理论的核心,让我们回到起点。
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引用次数: 1
‘What do we talk about when we talk about climate change?’: meaningful environmental education, beyond the info-dump “当我们谈论气候变化时,我们谈论的是什么?”:有意义的环境教育,超越信息转储
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-22 DOI: 10.1093/jopedu/qhad020
Cary Campbell
Learning about the causes and effects of human-induced climate-change is an essential aspect of contemporary environmental education. However, it is increasingly recognized that the familiar “information-dump delivery mode” (Morton, 2018) through which new facts about ecological destruction are being constantly communicated often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralysis in the face of ecological issues. In this article, I explore several pathways to approach environmental education (EE), beyond the presentation and transmission of ecological facts. I position my conceptual discussion around my own teaching experiences speaking about climate change with undergrad students across several Education classes through 2019 to 2021. I situate these reflections within the current discourse on education and teaching in/for the Anthropocene. Throughout this discussion, I locate various ways in which much EE fails to contribute to student’s agency and empowerment by consistently reducing complex ecological phenomena to a set of problems, mainly economic/technological, to be fixed by technocracy. I propose that a contemplative-existential perspective to EE is capable of responding to these reductions, most basically by providing opportunities and practices for students to process their own grief and emotions through recognizing the Anthropocene as an inescapable reality, but also a reality that cannot be determinately imagined or predicted.
了解人类引起的气候变化的原因和影响是当代环境教育的一个重要方面。然而,人们越来越认识到,通过不断传播有关生态破坏的新事实的熟悉的“信息转储传递模式”(Morton, 2018),往往会导致焦虑、认知衰竭,并最终导致面对生态问题的绝望和瘫痪。在这篇文章中,我探索了几种途径来接近环境教育(EE),超越生态事实的呈现和传播。我将我的概念性讨论定位在我自己的教学经验上,在2019年至2021年期间,我将在几个教育课程上与本科生讨论气候变化。我把这些反思放在当前关于人类世教育和教学的论述中。在整个讨论过程中,我找到了各种各样的方式,通过不断地将复杂的生态现象归结为一系列问题,主要是经济/技术问题,通过技术官僚来解决,许多情感表达未能促进学生的能力性和赋权。我认为,情感表达的沉思-存在主义视角能够应对这些减少,最基本的方法是为学生提供机会和实践,让他们通过认识到人类世是一个不可避免的现实,但也是一个无法确定地想象或预测的现实,来处理自己的悲伤和情绪。
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引用次数: 2
Otherwise than Teaching by Artificial Intelligence 除了人工智能教学
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-22 DOI: 10.1093/jopedu/qhad019
Sang-eun Lee
Advances in digital technology are changing the methods of teaching and learning. In the course of this stream of changes, the emergence of artificial intelligence (AI) has become a topic of great interest and concern. The development of teaching AIs (artificial intelligences that teach), which can provide adaptive and personalized dialogue with students, has shifted the relationship between teachers and students, and has raised new questions regarding the role of teachers. The purpose of this paper is to rethink the meaning of the act of teaching, without denying its variety, and to reflect on the role of teachers in the relatively unfamiliar situation created by the emergence of AI teaching machines. To this end, I attempt, first, to re-examine the nature of teaching by considering two possible orientations: teaching as a return to homogeneity and teaching as exposure to heterogeneity. My purpose is to consider the characteristics and limitations of the teaching implemented by AI and to discuss the role of human teachers in overcoming these limitations. Second, I seek to reveal what it is for the teacher to speak, which is often understood as the most important aspect of teaching, again by way of two characterizations: the closed conversation, which converges on a conclusion, and the open conversation, oriented towards ethical responsibility. In doing this, I shall examine critically some characteristics of language used by AI teaching machines and suggest alternatives that might constitute openness to an ethical conversation. In furtherance of this, I shall consider the account of teaching that is central to the philosophy of Emmanuel Levinas.
数字技术的进步正在改变教与学的方法。在这种变化的过程中,人工智能(AI)的出现已经成为人们非常感兴趣和关注的话题。教学人工智能(教学人工智能)的发展,可以与学生进行适应性和个性化的对话,已经改变了教师和学生之间的关系,并提出了关于教师角色的新问题。本文的目的是在不否认教学行为多样性的前提下,重新思考教学行为的意义,并反思教师在人工智能教学机器出现所带来的相对陌生的情况下所扮演的角色。为此,我首先尝试通过考虑两种可能的方向来重新审视教学的本质:教学作为同质性的回归和教学作为异质性的暴露。我的目的是考虑人工智能教学的特点和局限性,并讨论人类教师在克服这些局限性方面的作用。其次,我试图揭示教师说话是什么,这通常被理解为教学中最重要的方面,再次通过两种特征:封闭式对话,以结论为中心,开放式对话,以道德责任为导向。在此过程中,我将批判性地研究人工智能教学机器使用的语言的一些特征,并提出可能构成对道德对话开放的替代方案。为了进一步说明这一点,我将考虑对教学的描述,这是伊曼纽尔·列维纳斯哲学的核心。
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引用次数: 0
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