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董群 《东南大学学报(哲学社会科学版)》2002,4(3):6-10
《学衡》杂志以“论究学术 ,阐求真理 ,昌明国故 ,融化新知”为宗旨 ,对 2 0世纪初期的学术弊端提出了严厉批评 ,并在此基础上呼唤对真正的学术精神的追求 ,即自信、自得、贞操、求真、审慎、创造、社会关怀和追求文德之精神 ,同时提出了学者对于前人、今人和世界的责任。 相似文献
3.
Jane Smith 《Social Work Education》2014,33(7):861-873
This paper represents the continuation of my ‘personal and professional journey’ from social work student to social work practitioner focusing on my first Practice Learning Opportunity (PLO). Recognising the potential impact of childhood sexual abuse (CSA) in a classroom environment is as important as the potential impact on actual practice learning and practice. This is salient in the real world of social work practice as the potential misuse of a painful childhood experience has greater ramifications. Utilising the ideas and assumptions of social constructionism (including context and multivocality) the significance of silence from social work educators shall be examined in relation to self-disclosure as a means of aiding PLO learning and practice. This paper will also focus on the concept of critical reflection and its significance in exploring the transferability of a childhood experience such as CSA and personal and professional dilemmas regarding self-disclosure. This paper concludes by highlighting areas for consideration for both students and social work educators and conveys an important message regarding the importance of communication between students and social work educators. 相似文献
4.
ABSTRACTIn this internationalised world, graduate employability in terms of intercultural communication skills needs to be taken into account in higher education. The present study aims to explore the effects of critical incident task instruction on English non-majored undergraduates’ intercultural competence. One group of students received ten weeks of instruction with one critical incident task per week and another group received standard English classes. Data were collected from the students’ pre- and post-test. The results showed a significant and strong effect of the intervention with critical incident tasks. Implications for educational practice are presented for further teaching with critical incident tasks. 相似文献
5.
Unexamined and unjustified assumptions are the Achilles’ heel of development programs. In this paper, we describe an evaluation capacity building (ECB) approach designed to help community development practitioners work more effectively with assumptions through the intentional infusion of evaluative thinking (ET) into the program planning, monitoring, and evaluation process. We focus specifically on one component of our ET promotion approach involving the creation and analysis of theory of change (ToC) models. We describe our recent efforts to pilot this ET ECB approach with Catholic Relief Services (CRS) in Ethiopia and Zambia. The use of ToC models, plus the addition of ET, is a way to encourage individual and organizational learning and adaptive management that supports more reflective and responsive programming. 相似文献
6.
Kingsley Purdam 《International Journal of Social Research Methodology》2016,19(2):257-267
Conducting social science research is a complex process, and social science students face a number of learning challenges in order to develop their skills. Moreover, new sources and types of data including so-called big data are providing new opportunities for research, but also pose methodological challenges. In this article, we explore a task-based learning approach for teaching social science research methods. We draw on evidence from two case study learning tasks: (i) the collection and analysis of Twitter data; and (ii) designing and conducting a face-to-face and online survey. The students were guided to co-lead the tasks, apply their knowledge and then to critically reflect. The pedagogical framework of task-based learning provides opportunities to embed learning in new ways by integrating knowledge, practice and critical reflection. Task-based learning can create a dynamic learning environment and can empower students to develop their identities as researchers. 相似文献
7.
Falsificationism is not just ‘potential’ falsifiability,but requires ‘actual’ falsification: Social psychology,critical rationalism,and progress in science
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Based on an analysis of ten popular introductions to social psychology, we will show that Karl Popper's philosophy of ‘critical rationalism’ so far has had little to no traceable influence on the epistemology and practice of social psychology. If Popper is quoted or mentioned in the textbooks at all, the guiding principle of ‘falsificationism’ is reduced to a mere ‘falsifiability’ and some central elements of critical rationalism are left out – those that are incompatible with positivism and inductivism. Echoing earlier attempts to introduce Popper to social psychology by Paul Meehl and Tom Pettigrew, we will argue that a discussing Popper's ideas in more depth could help social psychology to move forward in view of the ‘crisis of confidence’ (Pashler and Wagenmakers, 2012) that has emerged recently in view of the ‘Stapel affair’ and the reports of failures to replicate social psychological experiments in high‐powered replication attempts. 相似文献
8.
论批评性话语分析 总被引:4,自引:0,他引:4
张红燕 《内蒙古民族大学学报》2005,(3)
本文探索了批评性话语分析的理论渊源,并论述了批评性话语分析的研究方法和研究范围,最后论文阐述了批评性话语分析的研究前景和研究意义,作者认为批评性话语分析在语言学界日益成为一个学术焦点,对批评性话语分析的研究能使公众认清话语中隐藏的权力、意识形态的真实面貌,同时在揭露权力话语对公众的欺诈性上是具有深远意义的。批评性话语分析的主要任务是提高公众对大众语篇的敏感性,培养公众的话语批判意识。 相似文献
9.
从吴宓到鲁迅,再到后来的研究者,都将<史地学报>和<学衡>紧密地联系在一起.将前者的核心人物、诸位同人和刊物本身三个层面与后者进行比较分析,不仅可以揭示1920年代在南京乃至全国学界甚有影响的两份刊物之间的密切关系与异同所在,同时也可展现当时相关学术群体的学术风貌. 相似文献
10.
Nadena Doharty 《Race Ethnicity and Education》2019,22(1):110-129
This paper uses a Critical Race Theory perspective to explain the everyday racisms – racial microaggressions – directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of racial microaggressions including: micro-invalidation, micro-insults and micro-assaults. These experiences are symptomatic of wider racist structures and processes within the National Curriculum for History, based upon the ideology of white supremacy. This paper concludes that the racial microaggressions framework allows for useful ways of thinking about the function and purpose of Black History Month and Black History in schools, and its opportunities for exposing wider institutional and ideological underpinnings that legitimate deficit understandings about black people in school classrooms. 相似文献