This book explores the social conditions for valuing education and the limits of sociology in addressing this type of problem. It will appeal to readers interested in problems related to the ...different conditions for valuing schooling and those most directly concerned with the difficulties and limits of the social sciences. As the book argues, what is currently at stake in education is the need to specify and recognize the fundamentals and distinct logics. Its central idea is that the main limits and challenges refer to the conditions of autonomy of the social sciences in relation to the themes under study. These conditions tend to be even more challenging when dealing with themes and problems linked to higher social and cultural spheres and positions.
Happiness as an aim of education Kallová, Nikola
Human affairs (Bratislava, Slovakia),
04/2021, Letnik:
31, Številka:
2
Journal Article
Recenzirano
This paper explores happiness as an aim of education, particularly schooling. What role does happiness play in philosophy of education? How do critics view the aims of public schooling today and its ...relation to happiness? Is happiness embedded in the concept of education as an aim of education? The paper explores happiness—understood inclusively as a positive mental state—by examining the relevant literature from various disciplines. It looks briefly at critical views of current trends in public school practice and concludes that happiness is not a central concern in present public school practice. Turning to philosophy of education, the author finds that happiness has been considered in relation to the philosophical conception of the human self and consequently eudaimonia has been prioritized over hedonia. The paper concludes by proposing that happiness is an appropriate and valid aim of education and schooling based on the normative implications of the concept of education.
‘Higher Education in Three Dimensions. A New Theoretical Frame of Understanding' is a book of three parts. Part I is an institutional analysis of the change dynamics of the Norwegian higher education ...field between 1965 and 2011, and the foundation of the University of Nordland, now Nord University. The analysis examines the foundation of Nordland Regional University College, the development of the national university and university college sectors and the regional university colleges in Bodø up to the founding of the University of Nordland. Part II presents a new theoretical frame of understanding for analysing development driven by these tensions and by other factors. It also questions the two-dimensional understanding of terms such as autonomy and academic drift, and suggests society is included as a stronger third dimension in the analysis of higher education. Part III concludes that a three-dimensional framework of understanding highlights new key themes, issues and dilemmas in the field of higher education. It is therefore both fruitful and needed as it will allow a greater depth of understanding, comparative analysis, and the uncovering of the dilemmas at stake.
This article seeks to examine some of the problems in current policy, pedagogy and practice through the concept of reductionism. It examines various forms which this may take involving inappropriate ...scientific methodologies, a diminished sense of structure (or, conversely, agency), temporal confusion and teleological/ethical reductionism, drawing on examples from natural and social sciences as well as education. It draws on Critical Realist understandings of causality, stratification and emergence to ground the discussion ontologically and epistemologically. The article then builds on this theoretical foundation for a critical discussion of teaching and learning, poverty-related underachievement, school development, and evidence-based teaching.
Despite decades of reform, the traditional borders of education--graduation, curriculum, classrooms, schools--have failed to deliver on the goals of excellence and equity. Despite massive societal ...changes, education remains controlled by an old mindset. It is time to change that limiting mindset and, more importantly, the ineffective practices in education. To truly serve "all" learners, future classrooms must remove the boundaries of learning and become student-centered, culturally responsive, and personalized--supportive and equitable environments where each student can direct their own learning and seek multiple pathways to skills and knowledge in a global learning ecosystem. This compelling call for transformative change offers all involved in education: (1) evidence-based arguments that reveal the need to break the traditional borders that limit learning; (2) strategies to personalize learning and remove the confinement of traditional pathways; (3) examples from around the world to create equitable and student-centric learning environments; and (4) resources for creating a school learning environment that expands opportunities for personalized learning into the global learning ecosystem. It is time to now imagine a different kind of learning, "without borders," and to begin the shifts in practice that will result in personalized learning for all students.
En su libro Happiness and Education (2003) Noddings ofrece pistas para repensar los objetivos de la educación y el papel que la búsqueda de la felicidad debe desempeñar entre ellos. En su análisis de ...las políticas educativas actuales, basadas en estándares, éstas no sólo están lejos de cumplir con sus objetivos, sino que además están lejos de cumplir con los requisitos de una democracia. Noddings llega a la conclusión de que los currículos educativos deben fomentar la búsqueda de la felicidad si quieren asegurar el cumplimiento de esta doble tarea. Para ello se apoya en los trabajos de los pragmatistas James y Dewey cuyos planteamientos ofrecen la posibilidad de superar la crítica a la crisis en la que se encuentra la educación según los términos establecidos por Arendt, en la medida en que se apoyan en la poética del espacio de Bachelard.
Flourishing has become a popular ideal in the educational debate. Could flourishing guide meaningful choices in education? My skepticism rests on unclear definitions of flourishing, a hidden ...insistence of theories of flourishing on selfish and individualistic themes, and an elitist vision of flourishing as the consequence of favorable conditions. To avoid the controversial aspects of flourishing theories, I will suggest that education could instead promote medium-term goals that, without directly aiming at students' realization, nurture the base on which students can imagine their flourishing. Drawing on ancient Greek culture, I will discuss "metron" as an inspiring medium-term goal for music education. In its archaic meaning, "metron," the right measure, is both a dynamic balance and an ongoing movement that regulates individual actions and guides individuals toward their realization. I believe that "metron" in music education could help students explore their possibilities and limits as individual and social agents toward a more nuanced understanding of their selves. Thus, I will consider how promoting "metron" in music classrooms could enhance students' self-knowledge and foster their sense of self in and though musical interactions and critical reflections.
Selling Out Education argues that basing education policy on qualifications and learning outcomes--dramatized by the phenomenal expansion of qualifications frameworks--is misguided. Qualifications ...frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have.
There is evidence of the growth in implementations and research of mindfulness practice in education, and of the practice’s effects on various aspects of students’ and teachers’ lives. This ...conceptual paper, however, argues that the acceptance and understanding of mindfulness practice within education does not depend only on evidence of its effectiveness. It also requires a broader conceptualization of the associations between mindfulness practice and education. The paper hence calls for forging a dialogical encounter between “education” and “mindfulness” parallel to the ongoing dialog between Buddhism and science. It then develops one such dialogical encounter discussing education and mindfulness as two distinct traditions of practice that have a history of interpretations associated with their respective aims, conceptualizations, critiques, and ways of practice. Based on a common typology of educational aims, the paper explores how mindfulness practice features within three possible educational orientations: socialization, acculturation, and individuation. Though each orientation sets a different priority for education, assuming serious implementation, mindfulness practice can contribute to each. However, within each orientation the practice would be framed and implemented differently as the paper demonstrates by reviewing contemporary implementations. The paper thus provides a broader perspective on mindfulness and education and offers a historical context for debates concerning the implementation, justification, and/or critique of mindfulness in education. From the perspective proposed, mindfulness in education is viewed as less “special” than it seems. It is a possible pedagogical practice that serves educational aims that have long been part of the tradition of education.
This is the first book to apply the sociology of Norbert Elias to the field of sociology of education, offering fruitful lines of research developed from the application of Elias's theoretical ...framework. Beginning by introducing Elias' theory to those who are unfamiliar with it, Lybeck goes on to explore ways his work can be applied to areas of education research including widening participation, education and the state and the development of knowledge. Topics discussed in detail include: the relationship between social control and self-control; the difference between involvement and detachment in research; and the concept of game-models to explain unintended consequences in education policy. Lybeck also situates Elias's thought alongside other key thinkers including Bourdieu, Foucault and Abbott, whose theories have been widely applied in education research. An Eliasian or 'figurational' sociology of education points to more historical, processual and post-critical approaches to education studies. As the first book to open up Elias' work to researchers and students in education, a range of familiar topics including identity, decolonization and globalization can be seen in a new light.
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