Suchergebnisse

"This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. ""One begins this book with the skeptical belief that it can t be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable that current educational research has proven largely fruitless for discernable reasons is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully."" Kieran Egan, Faculty of Education, Simon Fraser University"

Liberal education is traditionally defined in opposition to vocational study. This article proposes an expanded approach to liberal education that encompasses contemporary career preparation programs by implementing an Aristotelian intellectual virtue framework. Although liberal study typically reflects its lineage to theoretical wisdom, or sophia, it virtually ignores the fundamental role played by productive wisdom, or techne, in Aristotelian thought. By applying the intellectual virtue framework to various career education programs, areas of required reform are identified. Two central questions are addressed by the article: (a) how can career education be integrated into secondary school curriculum without compromising student agency and democratic citizenship? and (b) how can secondary school career education prepare students more effectively for the challenges of contemporary working life? The final section offers a series of proposals in response to these two key questions. ; L'on définit traditionnellement les études en arts libéraux par opposition aux études professionnelles. Cet article propose une interprétation élargie d'une éducation libérale qui englobe les programmes contemporains de formation au choix d'une carrière et ce, en appliquant un cadre aristotélicien de vertu intellectuelle. Bien que les arts libéraux reflètent typiquement leur lien à la sagesse théorique, ou sophia, ils font essentiellement abstraction du rôle fondamental que joue la sagesse productive, ou techne, dans la pensée aristotélicienne. L'application du cadre de vertu intellectuelle aux divers programmes de formation au choix d'une carrière fait ressortir des domaines où la réforme s'avère nécessaire. Cet article aborde deux questions fondamentales : (a) comment les programmes de formation au choix d'une carrière peuvent-ils être intégrés au curriculum du secondaire sans compromettre l'autonomie des élèves et la citoyenneté démocratique? et (b) comment de tels programmes peuvent-ils mieux préparer les élèves au secondaire à faire face aux défis contemporains que pose le monde du travail? La dernière section de l'article propose une série de réponses à ces deux questions clés.

This article suggests that the most serious threat posed to contemporary education is the deleterious impact that market economy policies have on current curriculum theory and development. It explores the market economy discourse on education that emerges internationally from the Organization for Economic Cooperation and Development (OECD), and domestically from private institutions such as the Conference Board of Canada (CBOC) and public ministries such as Industry Canada. These various organizations promote the market economy discourse on education by framing discussions on curriculum policy between government and business interests. By referring to the primary sources of the market economy discourse on education, then, this article draws attention to the global economic vision currently shaping Canadian schools and explores its impact on domestic education policy. Further, it proposes a means whereby those teachers holding a less intractable perspective on education might resist the current market economy siege on schools. Ironically, this approach involves using the critical tools appropriated by the market economy discourse on education in a manner entirely unintended and unforeseen by its supporters. ; Cet article propose que la menace la plus imposante qui plane sur le système éducatif contemporain consiste en l'impact néfaste des politiques d'économie de marché sur la théorie et le développement des programmes scolaires. On y étudie le discours de l'économie de marché sur l'éducation tel qu'il ressort au niveau international de l'Organisation de coopération et de développement économiques (OCDE), au niveau national d'institutions privées comme le Conference Board of Canada (CBOC) et des ministères publics comme Industrie Canada. Ces diverses organisations promeuvent l'application des politiques d'économie de marché sur l'éducation en abordant les discussions sur la politique curriculaire du point de vue des intérêts du gouvernement et des entreprises. En s'appuyant sur les sources primaires du discours d'économie de marché sur l'éducation, cet article fait ressortir la vision économique globale qui dicte actuellement l'orientation des écoles au Canada et étudie l'impact de celle-ci sur les politiques canadiennes sur l'éducation. De plus, l'article propose une façon pour les enseignants dont les perspectives sur l'éducation sont moins arrêtées de résister au siège actuel des écoles par l'économie de marché. Ironiquement, cette technique implique l'utilisation des outils critiques dont s'est approprié le discours d'économie de marché et ce, d'une manière tout à fait inattendue et imprévue par ses adeptes.

The historical development of vocational education in the 20th century reveals 2 distinct visions on its role in preparing students for occupational and social life. Concerned with the present popularity of instrumental skills curricula in vocational education, this paper proposes an alternative approach that protects democratic ideals while still preparing students for future career challenges. It argues that a morally-appropriate model for vocational education is found within the comprehensive democratic approach developed by Dewey (1916) , rather than through narrowly conceived skills-based programs.

Neoliberal ideology has enjoyed tremendous success over the past thirty-five years by discursively suppressing structural dissent among working and middle class citizens of industrialized countries. The general decline in economic conditions faced by contemporary workers, coupled with the 2008 global financial crisis, forced neoliberal advocates to become more aggressive in their defense of prevailing structural policies and precepts. The suppression of public dissent and the related implementation of austerity measures are frequently justified by a discourse of crisis. In this article and using the methodological as well as theoretical tools afforded by Systemic Functional Linguistics (SFL), we trace the rise of this discourse within universities as a mechanism to justify attacks on academic freedom, collegial governance, and democratic discourse. We also offer a SFL-inspired tool that critical language educators might employ to counter the neoliberal attack on universities as sites of democratic dialogue and debate.

In this article, we explore the models of literacy conveyed by contemporary secondary career education policies, programs, and imperatives in the province of Ontario. The Ontario career education policies we reviewed uniformly advance a functional and socially reproductive model of literacy that undermines the democratic agency of learners. In response to these concerns, we propose that critical literacy should be introduced into Ontario secondary career education initiatives to encourage the democratic participation of students in shaping their vocational experience. Key words: false generosity, critical literacy, democratic learning Dans cet article, les auteurs analysent les modèles de littératie qui ressortent des politiques, programmes et impératifs actuels en matière de formation au choix d'une carrière au secondaire en Ontario. Les politiques ontariennes que les auteurs ont étudiées prônent toutes un modèle de littératie fonctionnel qui privilégie la reproduction sociale, modèle qui entrave l'action démocratique des apprenants. Tenant compte de cette préoccupation, les auteurs proposent l'introduction de la littératie critique dans les initiatives en matière de formation au choix de carrière en vue d'encourager les élèves à participer démocratiquement à leur orientation professionnelle. Mots clés : fausse générosité, littératie critique, apprentissage démocratique

Secondary-level career education, designed to prepare students for their occupational lives, generally adopts a human capital approach to learning. We critique this approach by comparing a range of career-education polices and programs with three key principles for democratic learning. We identify areas that would be enhanced by introducing these principles: avoiding the ahistorical depiction of labour-market and working conditions, expanding current conceptions of lifelong learning, offering students alternative viewpoints on occupationally related issues, respecting moral reasoning in character development, and strengthening critical thinking strategies. L'éducation au choix de carrière au secondaire adopte généralement une approche de l'apprentissage axée sur le capital humain. Les auteurs font la critique de cette approche en comparant un éventail de politiques et de programmes à l'aide de trois principes clés de l'apprentissage démocratique. Ils identifient les aspects qui seraient améliorés par l'introduction de ces principes : la prise en compte du contexte historique dans la description du marché du travail et des conditions de travail, l'élargissement des conceptions actuelles de l'éducation permanente, la diversification des points de vue sur les questions reliées au choix d'une carrière, le respect du raisonnement moral dans le développement du caractère et la consolidation des stratégies en matière de pensée critique.

In "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education," the author suggests that the presumed decline of democratic learning in public schooling follows from two primary forces: (a) the metaphysical implications of Cartesian psychophysical dualism that support an ontological understanding of the self as distinct from social influence and (b) a corresponding concept of freedom emerging from this ontology that exonerates individuals from any meaningful level of social moral responsibility. Although we agree in large part with the general argument advanced in the essay, there are some theoretical and historical gaps that we attempt to bridge in this response. We initially entertain the author's proposed relationship between Cartesian ontology and the neoliberal conception of freedom. We then consider whether this understanding of freedom is coherent with a political commitment to democracy. Next, we expand on the article's discussion of the relationship between democracy and education by suggesting that public schools since their inception have served primarily as instruments to disseminate capitalist ideology. Finally, we propose several principles of learning to advance democratic education in schools.

In this article we explore how neo-liberal and post neo-liberal policies threaten the humanities in post-secondary education as a potential site of democratic dialogue and social transformation. We distinguish between neo-liberalism and post neo-liberalism on the basis of the latter's increased police suppression of democratic dissent. We are especially concerned with the impact of the repressive state apparatus on the critical public spaces traditionally provided by a humanities education. In response to this threat, we propose encouraging university faculty to assume a far more active political role in educating the general public on the relationship between the humanities and democratic societies. ; Dans cet article, nous explorons comment les politiques néolibérales et post-néolibérales menacent l'enseignement postsecondaire des lettres et des sciences humaines comme lieu potentiel de dialogue démocratique et de transformation sociale. Nous faisons la distinction entre le néolibéralisme et le post-néolibéralisme selon l'augmentation de la suppression policière envers la dissidence démocratique du post-néolibéralisme. Nous nous inquiétons surtout de l'effet de l'appareil d'État répressif sur les espaces publics indispensables, fournis traditionnellement par l'enseignement des lettres et des sciences humaines. Pour contrer cette menace, nous proposons d'encourager les facultés universitaires à jouer un rôle politique beaucoup plus actif qu'actuellement afin d'enseigner au public général les relations existant entre les lettres et les sciences humaines et les sociétés démocratiques.

This article illustrates how the generic employability skills approach to critical thinking suffers from serious conceptual and epistemological difficulties that impact deleteriously on both its practical effectiveness and democratic appropriateness. Unlike technical skills, employability skills, in this case cognitive capacities such as critical thinking and problem solving, are traditionally presented as not job specific, and are intended to remain broadly applicable across a variety of occupations and professions. The emphasis that career education places on technical rationality in critical thinking violates principles of democratic learning by disregarding the historical context of vocational experience. Within career education, critical thinking conceived as technical rationality refers to means/end reasoning that pursues human capital and business objectives with the maximum possible effectiveness. This article proposes that a more effective, politically empowering, and epistemically coherent approach to critical thinking promotes student understanding of the various forces shaping contemporary vocational experience. Finally, this article proposes a revised critical thinking construct based on foundational rationality to remedy these problems, and offers examples of concrete classroom strategies, such as praxis, problem-posing education and collaborative learning, that protect democratic learning in career education programs.

The authors argue that much of the discourse and reform in the area of citizenship education presently reflects a cult mentality that fails to consider the nuances of reasoned educational reform. Although the pattern of ill-conceived changes is endemic to the history of educational reform, it is notoriously unhelpful in producing substantial, lasting, or effective curricular change that understands and fosters democratic citizenship. The authors suggest that a more careful and nuanced examination of citizenship education is required to understand and promote participatory democratic citizenship. They also suggest this examination ought to include some consideration of the necessary psychological dispositions that promote active democratic participation.

This paper analyzes various U.S. career education programs through a democratic learning framework that adopts three foundational principles: 1) Democratic career education respects student rationality by encouraging student critique and evaluation of course material; 2) Democratic career education includes alternative perspectives on vocationally related issues such as labor market structure, environmental impact and sustainable development, the labor movement and labor history, acceptable working conditions and economic globalization; 3) Democratic career education emphasizes that economic, labor market and working conditions are constructed through human agency and can be reconstructed through democratic participation ( Hyslop-Margison & Graham, 2001 ). The authors conclude the reviewed career education programs undermine democratic learning in a variety of ways.

This article contrasts the view of lifelong learning posed by the human capital discourse with Freire's understanding of education as a lifelong journey toward personal growth and social transformation. Rather than reducing learners to objects of economic globalization, Freire's pedagogy considers students as political participants who actively shape their vocational and social lives. We argue that career education policies and programs should accept Freire's understanding of lifelong learning as a necessary component of human ontology. The article also offers suggestions that career education teachers might employ to counteract the human capital assumptions framing the current discourse on lifelong learning. ; Cet article compare la perspective de l'éducation permanente selon le discours sur le capital humain d'une part et le point du vue de Freire selon lequel l'éducation constitue un voyage continu vers l'épanouissement personnel et la transformation sociale d'autre part. Plutôt que d'interpréter les apprenants comme de simples objets dans le contexte de la mondialisation économique, la pédagogie de Freire considère que les étudiants sont des participants politiques qui façonnent de manière active leurs vies professionnelles et sociales. Nous faisons valoir notre point de vue voulant que les politiques et les programmes en matière de formation au choix de carrière devraient accepter la vision de Freire selon laquelle l'apprentissage continu est une composante essentielle d'une ontologie humaine. De plus, nous proposons des stratégies que pourraient employer les enseignants d'éducation au choix de carrière pour amortir les hypothèses sur le capital humain qui dominent actuellement le discours sur l'apprentissage continu.