The purpose of the present study was to investigate goals and topics covered in research on teaching students with disabilities. Studies (N＝49) on teaching students with disabilities published from ...1990 to 2018 were reviewed, noting the validity of the goals of the educational program, the contents of the curriculum, the teaching methods, the utilization of knowledge and ability, and evaluations of teaching-unit plans. Most (69％) of the target settings were special support schools. The goals of the studies included effects of the teaching (69％) and class improvements (22％). Most (65％) of the studies analyzed the validity of the contents of the curriculum and the teaching methods. Conversely, few studies investigated teaching students with disabilities in regular classrooms (2％), or analyzed the validity of the goals (6％), the utilization of knowledge and ability in segregated classes (10％), or evaluations of teaching-unit plans (31％). In the future, researchers should investigate (a) teaching students with disabilities in regular classrooms and curriculum aimed at the educational needs of students, (b) validity of educational goals, utilizing feedback lists and workshops, (c) validity of goals based on teaching-unit plans, (d) effects of many classes with common goals, and (e) effects of teaching-unit plans connected with goals.
The purpose of this paper is to analyze the theory of personality and cultivation(shuyo) as a science developed by Yujiro Motora (1858-1912), a professor of psychology at the Imperial University of ...Tokyo, in the early 20th century. At that time, incilinations toward national idealism had become decisive through Tetsugaku-kan incident of 1902. This incident originated from the government's criticisms as anti-nationalist of the liberal theory of motive of British ethicist J.H. Muirhead, one of the most famous ethical theories regarding the modern individual. Motora along with leading scholars of philosophy and ethics, argued in a statement denying the government's points that Muirhead's theory discussed the nationalist and liberal self-formation. However, there was a significant difference between Motora and the others. They praised self-formation based on nationalist idealism centering on the concept of personality and the concept of shuyo for adolescents, whom they called on to become the nation's ideal individuals. Against this, Motora tried to construct the theory of personality and shuyo in empirical psychology. This paper focuses on two theories of his which have not been addressed in previous historical studies of educational thought, and clarifies three points through observing his papers of these theories: The Theory of Motivation(1903), Science and Shuyo(1904), and The Relationship between Religion and Science in Shuyo(1906). First, Motora's theory of personality discusses the psychological effects of personality in harmony with intellect, emotion and will. This is significant in two ways. One is the philosophical and ethical criticism of Kant's idealistic self-formation(autonomy) which focuses only on will. The other is the format of the empirical and scientific discussion of personality. The latter, the empirical and scientific viewpoint, was important in Motoraʻs reference to the issue of uncertainty in precognition in Muirhead's theory of motive. It was in fact inevitable for Motora's construction of empirical and scientific ethics from the perspective of empirical positive psychology. Second, Motora's theory of shuyo shows self-formation in empirically and emotionally understanding knowledge through practical experiences such as interaction with others. There are two key points: his view of knowledge and the background of this theory. Motora argues that there are two types of knowledge: scientific knowledge and philosophical knowledge, both of which can enable reliable predictions with scientific rationality and empirical practicality, and thus overcome the problem of uncertainly in precognition. Also, he constructed this theory against two backgrounds: the criticism of nationalist idealist self-formation and the conflict between scientism and romanticism. Empirical self-formation was the challenge he posed as a new type. Third, Motora's theories of personality and shuyo suggest the existing of self-formation different from the ideal self-formation as the subject in service to the nation and science, as in determinism. In other words, his theory was an attempt to shift from self-formation based on transcendental (non-empirical) ethics such as Kantian ethics to empirical self-formation based on psychology. His attempt was also aimed at building empirical psychology centered on the interrelationship between philosophy and natural science, not scientism (psychologism).
One of the aims of a systematic literature review (SLR) is to test the weight of historical perception against the reality of research and practice. A second aim is to identify approaches to knowing ...in schools (defined as curriculum) that might help us to identify possibilities for improvement in Indigenous student engagement and achievement in Australian schools. Given that education is representational practice, this SLR explores various representations of the world and how these might be taught in schools in ways that support 'successful learning' for Indigenous students. We focus on how the curriculum might allow for multiple stories to be told, and how it can support the multiplicity of social and cultural identities. The question for this segment of the SLR is, how does curriculum govern learning for Aboriginal and Torres Strait Islander students in Australia? A comprehensive search of the research literature produced over the period 2006-2017 highlights how the Australian government's focus on numbers contrasts radically with the ways in which many Aboriginal and Torres Strait Islander students and their parents conceptualise the goals of education. Author abstract
Return to Vocational Education Melnarowicz, Władysław; Melnarowicz, Krzysztof
Journal of KONBiN,
12/2017, Letnik:
44, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The article presents the description of the current education and vocational training systems in Poland and the world with special emphasis on technical professions. It draws attention to the events ...and decisions, which led to a decreased level of education, lower quality of graduates and problems, the youth graduating from secondary and high schools have with finding a job. The studies of the authors on the effectiveness of vocational training systems lead to the presentation of an innovative proposal of deriving operational goals of education from professional tasks and developing a modular design of curricula. Such an approach towards the construction of vocational training programs is based on the model of a modularized occupation MES (Modules of Employable Skills). The described concept is supported by: high efficiency, flexibility and economic issues.
El reporte presenta los resultados de un estudio de opinión realizado en el mes de junio de 2013, cuyo objetivo central fue caracterizar las escuelas básicas que a la ciudadanía le gustaría que ...hubiese en Chile. Se encontró una tendencia a concebir la educación de calidad muy dependiente de la calidad del profesorado; a preferir un currículo único y centralizado (a cargo del Ministerio de Educación), antes que uno confeccionado a nivel local; y a esperar de la enseñanza básica un proceso formativo que apunte al desarrollo integral de los estudiantes, considerando aspectos tales como la autoestima, la responsabilidad y la buena convivencia (lo que revela un notorio contraste entre lo que la ciudadanía espera y lo que de hecho sucede en la mayoría de nuestras escuelas, las cuales están centradas en los aspectos cognitivo-intelectuales). Se proponen distintas explicaciones para la preferencia ciudadana por un currículo único y centralizado y se ahonda en una de ellas (que guarda relación con la construcción de la identidad nacional). También se discute el papel que tiene la voz de la ciudadanía en estas materias y la brecha evidente que hay, en ciertos ámbitos, entre lo que la gente espera de la escuela y lo que de hecho ocurre en ella.
Rad predstavlja pokušaj određenja cilja odgoja određenjem pojma znanje. Promišljanje o temi započinje razmatranjem pojmova te mogućim razlučivanjem odnosa odgoja i obrazovanja. Slijedi pokušaj ...definiranja pojma znanje kroz Platonovu tezu znanja kao opravdanog i istinitog uvjerenja. Kao priroda znanja suprotstavljene su dvije teze: znanje može dosegnuti konačan oblik i znanje ne može dosegnuti konačan oblik, već je proces. U odnosu na kontradiktorne pojmove znanjestanje i znanje-proces, mogu se odrediti ciljevi obrazovanja i njihova ostvarivost: metodički ostvariv, ali manje vrijedan cilj usvajanja znanja, i epistemološki opravdan, ali neostvariv cilj stjecanja sposobnosti proširenja spoznaje, tj. naučiti učiti. Vrijednosna dimenzija znanja i njena implikacija na ostvarivanje ciljeva obrazovanja dodatna su kategorija o kojoj također treba promišljati. Izbor ciljeva ovisi o osviještenosti i poznavanju složenosti problematike obrazovanja, a samim time i cjelokupne filozofije odgoja.
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