Suchergebnisse

Ortwechsel über nationale Grenzen hinweg fordern von den betroffenen Personen Anpassungsleistungen, die auch Modifikationen des Alltagswissens umfassen. Am Beispiel des chinesischen Konzepts "Gesicht wahren" wurde in einer längsschnittlichen Untersuchung die Veränderung von Alltagswissensbeständen von 15 Deutschen in Taiwan erfasst. Änderungen, die im Laufe des ersten Aufenthaltsjahres auftraten, wurden unter Einsatz einer Struktur-Lege-Technik dokumentiert, einer Methode, die im Kontext des "Forschungsprogramms Subjektive Theorien" entwickelt wurde. Trotz gewisser Schwächen des zugrunde liegenden theoretischen Konzepts erwies sich die Methode für die Analyse persönlicher Erfahrungen mit interkulturellen Begegnungen als ebenso fruchtbar wie für die Dokumentation von Veränderungen alltagsweltlicher Wissensbestände, die als Ausdruck interkultureller Lernprozesse aufgefasst werden können. Erfahrungen mit dem Einsatz der Methode weisen zudem auf die Anwendbarkeit modifizierter Strukturlegeverfahren zu Zwecken interkulturellen Coachings hin.

Examines several different explanations of policy change based on notions of learning, including notions of political, policy-oriented, lesson-drawing, social, & government learning. These different concepts identify different actors & different effects. Through examination of each approach in terms of who learns what & the effects on subsequent policies, it is found that three distinct types of learning have often been incorrectly juxtaposed. Certain conceptual, theoretical, & methodological difficulties attend any attempt to attribute policy change to policy learning, but this does not detract from the important reorientation of policy analysis that this approach represents. 1 Figure, 44 References. Adapted from the source document.

This chapter is relevant for educators in early years settings, in primary schools and beyond. You will see from Chapter 1 that, for a variety of reasons, the aims of education and the degree of political influence and central control over all dimensions of education are dynamic: they change as society changes. Teachers have had little encouragement recently to question what or how to teach. And 'primary education suffers more than its share of scare-mongering and hyperbole, not to mention deliberate myth-making' (Hofkins and Northen, 2009, p. 5). The report continues: 'Isn't it time to move on from the populism, polarisation and name-calling which for too long have supplanted real educational debate and progress? Children deserve better from the nation's leaders and shapers of opinion.' The Teachers' Standards (DfE, 2013), which apply to teachers regardless of their career stage, do not expect you to explore questions about the aims, purposes and value of education. However, they do require teachers to, 'act with honesty and integrity …and to be self-critical' (p. 7). If children's lives are not to be at the mercy of political whim, it is essential that teachers learn the skills of robust, critical evaluation, based on their reading, experience and reflection, in order to develop strong personal philosophies about what, how and why we teach children, and to interpret changes in ways which are professionally valid and have integrity. It is important to learn scepticism, and have a concern about the larger questions and a deep understanding of what we teach, to have time to reflect, research and study. This chapter aims to help you do this. First, it gives an overview of the questions philosophers have asked about education in the past, and ask currently, and shows you how to engage with them. Then it links these to theories about how children learn.

Introduction -- Rational choice and deterrence theories -- Trait theories -- Social disorganization theory -- Anomie and strain theories -- Social learning theories -- Control theories -- Labeling theory -- Conflict theory -- Integrated theory -- Conclusion

Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as: What role does culture play in our understanding of pedagogy?What role do globa

Bireysel ve çevresel nedenler çocukların suça sürüklenmesine etki etmekte, bireysel nedenlerin tek başına belirleyiciliği bulunmamaktadır. Çevresel nedenlerin başında aile gelmektedir. Ailede başlayan sosyalleşme sürecinin sekteye uğraması, bu sürecin okul, akran grupları, çalışma yaşamı ve kitle iletişim araçlarının etkisiyle hatalı ve eksik bir şekilde devam etmesi çocukların suça yönelmesine neden olmaktadır. Suçu açıklamaya yönelik olarak biyolojik, psikolojik ve sosyolojik suç teorileri bulunmaktadır. Bu araştırmada sosyolojik suç teorileri üzerinde durulmaktadır. Araştırmanın amacı sosyal bağ teorisi ve sosyal öğrenme teorileri ışığında çocuk suçluluğunun nedenlerinin bir değerlendirmesini yapmaktır. Araştırmada suçun öğrenilen bir davranış olduğu ve bireyin toplumla bağının zayıflamasının suç işleme olasılığını arttırdığı varsayımlarından hareket edilmektedir.

A review essay based on Constance Flanagan's2013book,Teenage Citizens: The Political Theories of the Young. Cambridge, MA: Harvard University Press. ISBN: 978-0-674-04862-1.