Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears (...) to have its own aims and methodology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Method and Mathematics:Peter Ramus's Histories of the SciencesRobert GouldingPeter Ramus (1515–72) was, at first sight, the least likely person to write an influential history of mathematics. For one thing, he was clearly no great mathematician himself. His sympathetic biographer Nicholas Nancel related that Ramus would spend the mornings being coached in mathematics by a team of experts he had assembled, and in the afternoon would lecture on the very (...) same subjects.1 But there can be no doubt that Ramus held mathematics in particular esteem and even played a crucial role in linking philosophical discourse to mathematics and in promoting the use of quadrivial reasoning in the study of the natural world.2The origins for his enthusiasm for mathematics are to be found in his account of the nature of the arts and critique of the curriculum of the universities. From his earliest career, Ramus was a logician and remained one in all his works, whether writing on mathematics or Virgil, and he conceived [End Page 63] of all the arts, especially mathematics, as unchanging structures of necessarily true propositions—not prima facie a position which lends itself to notions of historical change and development.3 His career as a historian of mathematics, I will argue, was directed by problems that arose in his theoretical understanding of mathematics as he began to immerse himself in the sciences of the ancient world.Ramus and the Reform of DialecticRamus set out his fundamental logical positions in his very first printed work, the Dialecticae institutiones (Education in Dialectic) of 1543, a contribution to the ongoing humanist attack on scholastic logic, in which Ramus rehearsed many of the commonplace criticisms of the university dialectic. Humanists complained that logic no longer concerned itself with real human reasoning; instead, it had become a discipline studied for its own sake, using its own incomprehensible jargon, and was of no practical interest. The new humanist dialectics of Lorenzo Valla and Rudolph Agricola attempted to teach the kind of practical reasoning useful for composing a speech or letter, and they borrowed extensively from rhetorical works of Cicero and Quintilian to develop a highly rhetoricized logic. Questions about the formal validity of arguments were of little interest; what mattered was whether the arguments were persuasive.4In his Dialecticae institutiones, Ramus took this humanist reformulation of dialectic a step further. Dialectic—or, in fact, any art or science—consisted of nature, doctrine, and exercise. The natural workings of the mind formed the most significant element. Doctrine was nothing more than a record of natural reasoning; in importance it paled next to nature and practice.5 The logic of the universities bore no resemblance to the true, natural dialectic, as he argued at length in the companion volume to the Institutiones, the innocuously titled but exuberantly offensive Aristotelicae animadversiones [End Page 64] (Observations on Aristotle).6 The question, then, remained: how can we gain access to this "natural reasoning"?Ramus's answer was surprising. He asks us to find a group of men—not scholars, but completely uneducated vineyard workers. Question them about the coming year: the fertility of the soil, the quality and quantity of the crop. "And then," he writes "from their minds as from a mirror an image of nature will be reflected."7 In the reasoned replies of these uneducated men, says Ramus, we discover every part of logic needed for any purpose, whether everyday discourse or composition of poetry: the invention of arguments, the assessment of their truth and their proper and orderly presentation. Other humanists had praised man's natural logical faculties, elevating them over artificial technique, but Ramus was the first to look beyond the walls of the university and the writings of the ancients to find natural dialectic at work.If even the uneducated have some possession of the arts, then the arts taught at the university should do no more than clear away the misleading junk in the mind, and allow its natural clarity to shine through.8 Logic should be easy to learn—not because this is a pedagogic ideal, but from the very nature of the art. And if logic as it is... (shrink)

The theoretical solid-state physicist Walter Kohn was awarded one-half of the 1998 Nobel Prize in Chemistry for his mid-1960s creation of an approach to the many-particle problem in quantum mechanics called density functional theory (DFT). In its exact form, DFT establishes that the total charge density of any system of electrons and nuclei provides all the information needed for a complete description of that system. This was a breakthrough for the study of atoms, molecules, gases, liquids, and solids. Before DFT, (...) it was thought that knowledge of the vastly more complicated many-electron wave function was essential for a complete description of such systems. Today, 50 years after its introduction, DFT (in one of its approximate forms) is the method of choice used by most scientists to calculate the physical properties of materials of all kinds. In this paper, I present a biographical essay of Kohn’s educational experiences and professional career up to and including the creation of DFT. My account begins with Kohn’s student years in Austria, England, and Canada during World War II and continues with his graduate and postgraduate training at Harvard University and Niels Bohr’s Institute for Theoretical Physics in Copenhagen. I then study the research choices he made during the first 10 years of his career (when he was a faculty member at the Carnegie Institute of Technology and a frequent visitor to the Bell Telephone Laboratories) in the context of the theoretical solid-state physics agenda of the late 1950s and early 1960s. Subsequent sections discuss his move to the University of California, San Diego, identify the research issue which led directly to DFT, and analyze the two foundational papers of the theory. The paper concludes with an explanation of how the chemists came to award “their” Nobel Prize to the physicist Kohn and a discussion of why he was unusually well suited to create the theory in the first place. (shrink)

Learned men of the twelfth century, especially the first half, frequently wrote about themselves and each other. Well-known examples of autobiographical writing include Guibert of Nogent's De vita sua or Monodiae, Rupert of Deutz's defense of his theological career in his Apologia attached to his commentary on the Benedictine rule, Peter Abelard's Historia calamitatum, and Gerald of Wales's De rebus a se gestis. Examples of biographical narrative are easily found: the life of St. Goswin included an account of Goswin (...) defeating Abelard in disputation; Baudri of Bourgueil wrote a poem about famous schools and scholars; the anonymous Metamorphosis Goliae provided characterizations of many masters; John of Salisbury's Metalogicon described the teaching methods of Bernard of Chartres and, in an autobiographical account of his own education, offered sketches of many of the leading masters in northern France, while Otto of Freising's Gesta Friderici I Imperatoris recounted parts of the academic careers of Abelard and Gilbert of Poitiers. It is therefore possible to read about twelfth-century scholars in their own words: the way they taught, their personalities, their ambitions, their disappointments; in short, their lives, or representations of their lives. Moving toward the end of the twelfth century and into the thirteenth century, however, there is very little comparable material, perhaps even none. In the thirteenth century, scholars wrote a great deal about being a scholar, but they preferred always to stress their collective identity, so that narrative accounts of particular scholarly lives did not find a place within the emerging universities. Why was there a change in the way in which scholars chose to represent themselves and each other, a change that involved obscuring their lives, both from themselves and from us? Answering that question will reveal the long-term significance of conflict between Schoolmen and monks and the impact of monastic ideals upon universities. It will show how the need for support from parties outside the university and internal debates about the true nature and purpose of learning came together, how ideas developed within the world of learning mattered when conflict led to the grant of privileges, and how specific ways of thinking became politically significant when particular events generated a certain kind of document in which those ways of thinking were embedded. (shrink)

This excerpt from our collective biography emerges from a dialogue that commenced when Noel interjected the concept of ‘becoming-cyborg’ into our conversations about Annette’s experiences of breast cancer, which initially prompted her to interpret her experiences as a ‘chaos narrative’ of cyborgian and environmental embodiment in education contexts. The materialisation of Donna Haraway’s figuration of the cyborg in Annette’s changing body enabled new appreciations of its interpretive power, and functioned in some ways as a successor project to Noel’s earlier (...) deployment of cyborgs in what he now recognises as a ‘posthumanising’ of curriculum inquiry. Noel’s subsequent experiences with throat cancer drew us towards exploring the possibilities that concepts such as Deleuze and Guattari’s machinic assemblage and Karen Barad’s ontoepistemology offer as a mean of thinking the meetings of bodies and technologies in educational inquiry beyond Haraway’s hybrid cyborg. Through both collective biography and playfully scripted conversations with other theorists we explore what it means to perform diffractive interpretations and analyses in posthumanist educational inquiry. Our essay also contributes to contemporary conversations about the uses of collaborative biographical writing as a method of inquiry in educational research. (shrink)

Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for (...) class='Hi'>education and thus for educational research, though psychology's approach can be valuable, other theoretical stances are also necessary. It then analyses why psychology may be attractive nowadays in the educational field and identifies its prestige in academia, partly arising from its professionalization, but above all the use of a particular method and the focus on certain contents. This has historical antecedents, and so some illustrations are given of previous developments, paying attention as well to the controversies in which educational psychology has been involved in the past, as well as to the need of biographical research, which warns us to be careful with generalizations. It is argued that a more balanced approach (invoking the particularities of the situation as well as a broader concept of practical rationality) is required for the study of education and that educational researchers therefore should resist the tendency to see psychology as the default auxiliary science of education; instead they should reclaim their territory, do justice to the responsibility that is required and highlight the importance of understanding social practices to a large extent in terms of reasons and intentions. (shrink)

Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for (...) class='Hi'>education and thus for educational research, though psychology's approach can be valuable, other theoretical stances are also necessary. It then analyses why psychology may be attractive nowadays in the educational field and identifies its prestige in academia, partly arising from its professionalization, but above all the use of a particular method and the focus on certain contents. This has historical antecedents, and so some illustrations are given of previous developments, paying attention as well to the controversies in which educational psychology has been involved in the past, as well as to the need of biographical research, which warns us to be careful with generalizations. It is argued that a more balanced approach (invoking the particularities of the situation as well as a broader concept of practical rationality) is required for the study of education and that educational researchers therefore should resist the tendency to see psychology as the default auxiliary science of education; instead they should reclaim their territory, do justice to the responsibility that is required and highlight the importance of understanding social practices to a large extent in terms of reasons and intentions. (shrink)

Мета. Актуалізувати питання про використання біографічного методу і встановлення його взаємозв'язку з іншими науковими методами та методологічними принципами в історико-антропологічних дослідженнях. Теоретичний базис. Розгляд біографічного методу в історико-антропологічних студіях здійснений у річищі загального теоретичного «ренесансу» класичної гуманітаристики, що значною мірою викликаний невизначеністю і багатозначністю теоретичних дискурсів і дискурсивних практик постмодернізму, висуває перед дослідником низку нових завдань, серед яких – «виявлення неявного», тобто не простого описування результатів культурної діяльності людини в безпосередній даності, а розкривання часом неусвідомлених механізмів цієї діяльності, глибинних «пружин» (...) культури, що забезпечують її рух. Наукова новизна. Автори даної розвідки не торкаються соціологічної проблематики біографічних досліджень, які широко репрезентовані в працях сучасних західних дослідників. Предмет нашого повідомлення – біографічний метод, що є генетично висхідним від Ш.-О. Сент-Бева, який вважав, що головним завданням біографа є здійснення аналізу особистості видатної людини. Очевидність того факту, що дослідження в царині гуманітаристики загалом і в цивільній історії зокрема мають враховувати не тільки зміни соціокультурних аспектів буття, але й відповідну трансформацію методологічних підходів до аналізу епіфеноменів «текучої сучасності», привела нас до розуміння необхідності історіософського дослідження питання про рецепцію біографічного методу в історико-антропологічних працях з наступною історичною, філософською, культурологічною репрезентацією біографічного методу. Висновки. Історіософські трансформації останніх десятиліть з їх радикальною зміною концепцій, методів і прийомів повертають дослідника до вдосконалення біографічної методології, яка сьогодні репрезентує антропоцентризм, що наповнює науку гуманістичним змістом. Використання даної методології потребує від науковця дотримання основних методологічних принципів і оволодіння іншими науковими методами, насамперед діалектикою. (shrink)

Resumen: En el artículo identifico tensiones y desafíos en el uso del método biográfico en la investigación social. A partir de su utilización en estudios sobre sobre desigualdades, vulnerabilidades y soportes en jóvenes, examino aspectos teóricos, técnicos y epistemológicos. Los modos de vincular el relato y su contexto sitúan una tensión que va más allá de método biográfico y remiten a un problema central de las ciencias sociales: la tensión individuo sociedad o la relación entre lo micro y lo macro. (...) A partir de la revisión del propio proceso de investigación, destaco la importancia del encuadre teórico de la investigación, la exigencia de transparentar los procedimientos de procesamiento de la evidencia empírica y el requerimiento de poner en diálogo la teoría y los relatos en el análisis.: The article identifies tensions and challenges in the use of biographical method in social research. From its use in studies on inequalities, vulnerabilities and supports in young people, it examines theoretical, technical and epistemological issues. I argue that the ways of linking the story and its context place a tension that goes beyond the uses of the biographical method and refers to a central problem of the social sciences: the tension between the individual and society or the relationship between the micro and the macro level. From the review of the research process itself, it is important to emphasize the importance of the theoretical framework of research, the requirement of transparency in the procedures for the processing of empirical evidence and the requirement to put theory and narratives in dialogue analysis. (shrink)

Fieldwork in Educational Settings is widely recognised as part of the essential reading for the researcher in education. It instructs those new to qualitative educational research how to find interesting research sites, collect great data, analyse them responsibly, and then find the right audience to hear, use, and build upon their findings successfully. The revised and updated third edition includes the latest developments in authoethnography, data collection, analysis and dissemination, and is illustrated throughout with up-to-the minute examples of real (...) world research. It embraces both sociological and anthropological approaches to qualitative educational research, using case studies from the USA, Canada, Australia and New Zealand as well as the UK. ‘Education’ is treated broadly, including higher education and non-formal settings as well as schools. Threaded throughout the book is updated content on: the internet and virtual worlds as sites for ethnography, the ethical aspects of ethnographic research, the strengths and weaknesses of autoethnography, the debates about representing data, the impact of technological innovations in all stages of qualitative research. An indispensable introduction for students and novice researchers alike, the new edition continues to illustrate and sustain the increasing popularity of qualitative methods in educational research over the past thirty years_,_ addressing the technological and digital changes that have occurred. (shrink)

Extensively revised and updated, this new edition of _Fieldwork in Educational Settings_ will be welcomed by researchers and academics in education and the social sciences. Embracing both sociological and anthropological approaches to qualitative research, the book covers education inside and beyond schools. It emphasises writing up ethnographic research and getting the project finished, and is packed with examples from research in progress. This new edition brings the original text right up to date for new researchers. There is an (...) additional chapter on computer software for data handling and attention is given to the implications of postmodernism for writing up research. The examples given are taken from the latest research, replacing those from the first edition. This is an indispensable handbook by an author whose work on this subject is widely recognised as being an essential resource for the researcher in education. (shrink)

Machine generated contents note: Foreword by Parker J. Palmer vii Preface xi Acknowledgments xvii The Authors xxi PART ONE Theoretical and Practical Background 1 1 Transformation and Renewal in Higher Education 3 2 Current Research on Contemplative Practice 21 3 Contemplative Pedagogy in Practice: Two Experiences 39 4 Teacher Preparation and Classroom Challenges 67 PART TWO A Guide to Contemplative Practices 87 Introduction to the Practices 89 5 Mindfulness 95 6 Contemplative Approaches to Reading and Writing 110 7 Contemplative (...) Senses: Deep Listening and Beholding 137 8 Contemplative Movement 159 9 Compassion and Loving Kindness 174 10 Guest Speakers, Field Trips, and Retreats 189 11 Conclusion 198 Afterword by Arthur Zajonc 205 References 207 Index 217 . (shrink)

Changemaker Education is a collection of practitioner-based case studies that highlight the why, what, and how of empowering educational experiences.

Intensive motherhood (IM) has become an established social norm in many countries, especially Western ones. Centred upon the mother providing lengthy full-time, intensive care focused on the child’s needs, these social norms can be seen in the actions of mothers in diverse social locations. However, recent research has demonstrated that women’s ability to engage in IM is affected by factors like education, race, ethnicity, religion or socioeconomic status as well as by cultural and structural conditions. The goal of this (...) paper is to analyse IM in the Czech context by focusing on factors that most affect a mother’s ability to engage in IM. Biographical interviews were held with 17 mothers, and the following three areas were discussed most in their narratives: (a) use of information on childrearing, (b) attitude to paid employment and juggling family and work, and (c) the financial, mental and emotional costs of motherhood. (shrink)

This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.

Stimulated by late-1990s debate in the UK on quality, effectiveness and usefulness of educational research (reports by OFSTED, DFEE and NFER), this book shows ...

The article with allusions on Nietzsche’s provocation about history lessons proposes an interdisciplinary approach to academic scholarship considered as a special cultural and organizational form of advanced studies aimed at professional development or skill exchange, which have influence on human being in contemporary societies involved in the process of globalization. The theoretical conceptualization of institutionalized forms of scholarships and internships is analyze in connection with its practical representation and economical allocation. Pathological representations of academic scholarship as an end in itself (...) are unveiled as a kind of conspicuous consumptions symbolizing the status position or exclusivity on the borders between academic community and mass-media. The purpose of this article is to explicate some representations of academic scholarship in the contexts of the academic capitalism searching the way of overcoming its utilitarian limitations with universal ethical imperatives. To realize such a purpose, phenomenological reduction is applied in combination with the biographical method. Assumptions made in the article are verified on biographical fragments of curriculum vitae of influential sociologists such as Ralf Dahrendorf and Niklas Luhmann, because the social and professional self-realization and revision of the life-priorities of them was due in many aspects to academic scholarship gained by different ways but with success, especially in the field of educational policy and in the case of establishing democracy in the process of post-totalitarian transformation in Germany. This experience can be useful for Ukraine as well. The phenomenon of the cultural shock and its influence on visiting scholars is explicated. The role of communication between epistemic cultures is emphasized on by overcoming epistemic injustice and establishing academic integrity. (shrink)

This methodological article provides a Mixed Method approach to analyze how the Teaching Personal and Social Responsibility (TPSR) Model is feasible to enhance student’s autonomy. The objective is to detect how teachers’ behavior-oriented patterns shift in response to continuing professional development to reinforce TPSR strategies. We compared the application of TPSR by three teachers who had previously attended a training course for this model, with that of an expert in the model. A total of 44 sessions of primary and secondary (...) school semesters in various subjects, taught by all four teachers and comprising 120 students. A mixed-method approach followed in the study involved: a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the teachers’ behavior patterns shifted over their interventions, and b) the Tool for Assessing Responsibility-Based Education (TARE 2.0.), which focused on perceived behaviors by teachers and student behaviors. Data analysis was conducted for a) the T-pattern detection technique, b) polar coordinate analysis to obtain detailed sequences of instruction, and c) descriptive and correlational analysis from the TARE. The mixed-method analysis of data confirms how the TPSR improved the teaching behaviors of the three teachers in training compared with the expert teacher. (shrink)

My discussion suggests that one of Richard Peters’ main contributions to the philosophy of education was in expounding and stressing the need for a particular view of the subject, essentially conceptual analysis. The paper proceeds to defend this view and Peters’ specific account of education against the charges that his work relies simply on preferred definitions and that it is unwarrantably prescriptive. The practical value of this kind of philosophy is then further assessed, while in the final section (...) attention is drawn to Peters’ commitment to the idea of education being an integrally moral enterprise. (shrink)

BackgroundMoral Case Deliberation is a specific form of bioethics education fostering professionals’ moral competence in order to deal with their moral questions. So far, few studies focus in detail on Moral Case Deliberation methodologies and their didactic principles. The dilemma method is a structured and frequently used method in Moral Case Deliberation that stimulates methodological reflection and reasoning through a systematic dialogue on an ethical issue experienced in practice.MethodsIn this paper we present a case-study of a Moral Case Deliberation (...) with the dilemma method in a health care institution for people with an intellectual disability, describing the theoretical background and the practical application of the dilemma method. The dilemma method focuses on moral experiences of participants concerning a concrete dilemma in practice. By an in-depth description of each of the steps of the deliberation process, we elucidate the educational value and didactics of this specific method.ResultsThe didactics and methodical steps of the dilemma method both supported and structured the dialogical reflection process of the participants. The process shows that the participants learned to recognize the moral dimension of the issue at stake and were able to distinguish various perspectives and reasons in a systematic manner. The facilitator played an important role in the learning process of the participants, by assisting them in focusing on and exploring moral aspects of the case.DiscussionThe reflection and learning process, experienced by the participants, shows competency-based characteristics. The role of the facilitator is that of a Socratic teacher with specific knowledge and skills, fostering reflection, inquiry and dialogue.ConclusionThe specific didactics of the dilemma method is well suited for teaching bioethics in clinical settings. The dilemma method follows an inductive learning approach through a dialogical moral inquiry in which participants develop not only knowledge but also skills, attitude and character. The role of a trained facilitator and a specific view on teaching and practicing ethics are essential when using the dilemma method in teaching health care professionals how to reflect on their own moral issues in practice. (shrink)

Education is a fundamental pillar in human development, and its evolution throughout history has been influenced by a variety of factors, including imaginative culture and human nature. In this study, we explore how educational methods have evolved in response to the interaction between these two aspects. We look at how human creativity, imagination, and adaptation have influenced the way we teach and learn, from early forms of knowledge transmission to more contemporary approaches focused on active student engagement and (...) the development of practical skills. Our research is based on a comprehensive review of the academic literature in the fields of education, evolutionary psychology, cultural anthropology, and imagination studies. We explore how societies have used imagination as a tool to transmit knowledge and values, as well as to foster creativity and individual expression. We also examine how adaptive aspects of human nature, such as the ability to learn collaboratively and adapt to changing environments, have influenced the way educational methods are designed. Our results show a clear evolution in educational methods over time, from approaches focused on the one-way transmission of knowledge to more interactive and participatory models that encourage exploration and discovery. We identify common patterns in the way societies have used imagination and adaptation to promote learning and socialization and discuss the implications of these findings for contemporary education. In conclusion, this study highlights the importance of understanding the relationship between imaginative culture, human nature, and education. It provides a solid foundation for the design of educational methods that harness the innate creativity and adaptability of human beings and offers guidance for educators and policymakers on how to promote meaningful and lasting learning in today's world. (shrink)

Sociological approaches to inquiry on emotion in educational settings are growing. Despite a long tradition of research and theory in disciplines such as psychology and sociology, the methods and approaches for naturalistic investigation of emotion are in a developmental phase in educational settings. In this article, recent empirical studies on emotion in educational contexts are canvassed. The discussion focuses on the use of multiple methods within research conducted in high school and university classrooms highlighting recent methodological progress. The (...) methods discussed include facial expression analysis, verbal and nonverbal conduct, and self-report methods. Analyses drawn from different studies, informed by perspectives from microsociology, highlight the strengths and limitations of any one method. The power and limitations of multimethod approaches is discussed. (shrink)

Annually, more than ten million people in all age groups in the world experience an acquired brain injury, which is a brain injury caused after birth by external forces or certain internal factors. Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually (...) non-existent. The present research project targets this and uses a pretest-posttest and mixed-method triangulation design and attempts to measure effects of two small-scale interventions carried out in the northern part of Sweden. In this text, the project’s research design, data production, and data processing are described. (shrink)

The times of restricting reading to just sitting with a book in a cozy armchair are gone. If you ask a modern teenager or university student how they would prefer to do it, the chances are fairly high that the answer you’ll get is a computer screen or an iPad. Digital technologies have become an ordinary tool for everybody dealing with literature, including common readers, students in the field, and professional scholars who have dedicated their lives to literary research. This (...) means the time has come to simultaneously revise the way literature is taught and explored, and this is where the volume Literary Education and Digital Learning: Methods and Technologies for Humanities Studies, edited by Willie van Peer .. (shrink)

This chapter contains sections titled: Introduction Education and the Realm of the Practico‐Inert Assessment, Praxis, Practice and the Practico‐Inert Education, Method and the Incrimination of the Everyday Conclusion: Routes, Routines, Methods and Aporias Notes References.

The cause of contemporary education is a subject-object relation of the society to man. There are two possible types of education constructed on the basis of this relation: cultural-oriented and social-oriented. None of this two types can solve the problem of a man as a subject of own history. Creative type of education based оn a subject-subject relation can solve this problem.

Student performance prediction aims to evaluate the grade that a student will reach before enrolling in a course or taking an exam. This prediction problem is a kernel task toward personalized education and has attracted increasing attention in the field of artificial intelligence and educational data mining. This paper provides a systematic review of the SPP study from the perspective of machine learning and data mining. This review partitions SPP into five stages, i.e., data collection, problem formalization, model, prediction, (...) and application. To have an intuition on these involved methods, we conducted experiments on a data set from our institute and a public data set. Our educational dataset composed of 1,325 students, and 832 courses was collected from the information system, which represents a typical higher education in China. With the experimental results, discussions on current shortcomings and interesting future works are finally summarized from data collections to practices. This work provides developments and challenges in the study task of SPP and facilitates the progress of personalized education. (shrink)

This paper aims to show how to conceive the relationship between educational methods and cognitive modes. Focusing on the difference between Stiegler and Hayles, I will show that it is necessary to invent an educational philosophy for hyper attention. While Stiegler agrees with Hayles’s position regarding attention, he criticizes Hayles for defining attention as duration. According to Stiegler, attention has less to do with duration than with ‘retention’ and ‘protention.’ Based on this phenomenological insight, Stiegler appeals for a need (...) to protect children from this mutation of the cognitive mode. However, Hayles suggests that hyper attention has certain advantages. It is not only a ‘mutation’ of attention but also a new cognitive mode in modern society. Thus, we should invent new educational methods and educational philosophies appropriate to hyper attention in order to bridge the gap between deep attention and hyper attention. (shrink)

_Researching Education Policy, Public Policy, and Policymakers_ is a theoretical and hands-on practical guide to conducting qualitative research on education policy and public policy, with an emphasis on studies that involve senior participants and high-status government and non-government organisations. Building on over a decade of extensive experience in qualitative research on education policy among the most senior policymakers, this book explores and illustrates successful approaches to working with senior policymakers through examples from both the UK and Israel. (...) Whilst policy studies are traditionally either theoretical or quantitative, this book explains the theory, methodology, and ethics of harnessing qualitative methods to the study of senior policymakers and their settings. Key topics include: Designing and planning the qualitative policy study Document analysis as a policy research tool Interviewing policymakers and observing policy Mapping qualitative policy analysis methods Writing policy reports Ethics and trust This practical guide, built upon a sound theoretical framework, will prove both inspirational and helpful to academic and professional researchers across all disciplines involving public policy. (shrink)

Resumen: Este artículo trata del método y su relación con la investigación educativa. El objetivo es analizar la relevancia del método en ciencias humanas y sociales, en especial, en educación. Para ello, dividimos este artículo en tres secciones: 1. ¿Hay método? 2. ¿Hay uno o varios métodos? 3. La discusión sobre el método en la investigación educativa. A la primera pregunta, respondemos que hay método. Respondemos a la segunda señalando la necesidad de adoptar un pluralismo metodológico. La tercera sección defiende (...) que las discusiones sobre el método de investigación educativa implican dimensiones ontológicas, epistemológicas y éticas que se han tornado críticas, y se hace una revisión de cada una de ellas. En el apartado conclusivo, sugerimos algunas vías para desanudar esos asuntos críticos en la investigación educativa.: This article deals with method and its relation to educational research. The objective is to analyze the relevance of method in human and social sciences, especially in education. To this end, we divide this article into three sections: 1. Is there a method? 2. Is there one or more methods? 3. The discussion on method in educational research. To the first question, we answer that there is a method. We answer the second question by pointing out the need to adopt methodological pluralism. The third section argues that discussions on the method of educational research involve ontological, epistemological, and ethical dimensions that have become critical, and a review is made of each of them. In the concluding section, we suggest some ways to disentangle these critical issues in educational research. (shrink)

This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre’s notion of the ‘practico-inert’ as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the other, lies at (...) the heart of the contemporary philosophical stance towards education. Generally, philosophy today does not allocate redemptive-political space to education and its practices (such as assessment). Hannah Arendt’s and Alain Badiou’s ideas on knowledge, statistics and everydayness are used here as examples, and the received view is further criticised. Then, another possible connection of philosophy and education is examined, one that would attribute to education a more active, politically operative and central role in philosophy. (shrink)