Voices Inside Schools - A Charter to Educate or a Mandate to Train: Conflicts between Theory and Practice

2000 ◽  
Vol 70 (4) ◽  
pp. 524-238 ◽  
Author(s):  
Johanna Elena Hadden
Keyword(s):  
Sixth Grade ◽  
Theory And Practice ◽  
The Other ◽  
School Environments ◽  
Other Hand ◽  
Grade Teacher ◽  
Teaching Position ◽  
Normative Practices ◽  
The One ◽  
Sixth Grade Teacher

In this article, Johanna Elena Hadden distinguishes between two very different ideas of teaching — a charter to educate and a mandate to train — through a retelling of her experience as a fifth- and sixth-grade teacher in Utah. On the one hand, Hadden asserts, some critical theorists suggest that teachers should be given a charter to educate in which they are encouraged, and expected, to challenge normative practices and policy. On the other hand, teachers are routinely given a mandate to train that requires them to follow administrative dictates without question or challenge. Hadden contends that by establishing and supporting a mandate to train, many school environments constrain teachers — through overt and hidden forms of control — from thinking and acting independently and, in turn, from training students to think and act independently. She further argues that the pressures created by administrative expectations frustrate teachers who may ultimately be forced to choose between compliance with pedagogical and curricular standards and leaving their teaching position.

Performativity and Caring in Education: Toward an Ethic of Reimagination

2020 ◽  
pp. 105268462097206
Author(s):  
Jeff Walls
Keyword(s):  
Theory And Practice ◽  
The Other ◽  
Student Needs ◽  
Collaborative Relationships ◽  
Other Hand ◽  
Balance Of Care ◽  
The One

Schools are expected to be sites of caring, but there is evidence that both students and adults often experience them as uncaring places. One reason is that a sustained and heavy policy emphasis on accountability and demonstrations of effectiveness has placed pressure on educators to perform in certain ways, and to care about things other than caring. This case study explores how leaders and teachers at two schools balance their efforts to care for students, on the one hand, with the performative pressures they feel, on the other hand. Teachers who were able to prioritize a balance of care used collaborative relationships with colleagues to manage the pressure they felt, and took a longer term, more emotionally attuned, and more inquiry-based approach to meeting student needs. Implications for theory and practice are discussed.

The Medieval Reformulations of Conversation

2018 ◽  
Author(s):  
David Randall
Keyword(s):  
Subject Matter ◽  
Theory And Practice ◽  
The Other ◽  
Public Realm ◽  
The Public ◽  
Other Hand ◽  
Ars Dictaminis ◽  
The One

Rhetoric as a whole fragmented during the medieval era, as did the conversational constellation in particular, not fully to cohere again until the humanist reintegration of the Renaissance. Yet the humanist recuperation did not restore an unchanged rhetoric. On the one hand, the concepts of friendship, familiarity, and conversatio had reoriented themselves around the universalizing Christian conception of community during rhetoric’s long medieval rupture, while the sermo of dialogue had begun to concern itself with that eminently Christian subject matter, the interiority of the soul. On the other hand, the ars dictaminis had shifted the medieval letter toward the public realm, and thus toward the traditional realm of oratory. Petrarch’s rediscovery of classical conversation retained these medieval innovations. The Renaissance variant of conversation that sprang from him would partly slough the theory and practice of its medieval predecessor—but the influence of Christianity and the ars dictaminis would endure.

scholarly journals Business model maturity in management theory and practice – defining from an expert perspective

Management ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 81-103
Author(s):  
Przemysław Niewiadomski
Keyword(s):  
Detailed Analysis ◽  
Business Model ◽  
Theory And Practice ◽  
The Other ◽  
Management Theory ◽  
Agricultural Machinery ◽  
Other Hand ◽  
Starting Point ◽  
The One

SummarySince many researchers and managers think about the essence, creation mechanisms and limits of the manufacturing model maturity, at this point, the author raises the question related to this issue: what dimensions (descriptions and desiderata) should be considered when conceptualizing this idea? The formulated question became a starting point and a point of conducting a creative synthesis, based, on the one hand, on a detailed analysis of the problem theory, and on the other hand – on the author’s own research. The above question and belief related to the existence of economic demand for results of application nature were the main inspiration to undertake research whose main purpose is to recognize: how the maturity of the business model is understood by selected experts operating in the Polish agricultural machinery sector?

scholarly journals Putting theory into practice: the creation of REALs in the context of today's universities

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Sally Ann Kitts ◽  
John T. Hancock
Keyword(s):  
Active Learning ◽  
Learning Communities ◽  
Constructivist Learning ◽  
Theory And Practice ◽  
The Other ◽  
University Teaching ◽  
Research And Teaching ◽  
Other Hand ◽  
The One ◽  
External Reviews

Bringing together theory and practice in the context of university teaching is no mean feat. On the one hand, lecturers are challenged and motivated intellectually by the theoretical arguments in the field of education of thinkers such as Grabinger and Dunlap, who have written extensively about comprehensive constructivist learning communities which they term Euch Environments for Active Learning (REALs) (Grabinger and Dunlap, 1995; Grabinger and Dunlap, 1998; Grabinger, Dunlap and Duffield, 1997). Yet, on the other hand, they are also challenged and demotivated on a day-to-day basis with the practicalities of teaching increasing numbers of students with a decreasing unit of resource in institutions where competition for funding is fierce and where there is pressure from external reviews of research and teaching performance.DOI:10.1080/0968776990070202

Deutsche Pädagogik zwischen Kriegsverherrlichung und Friedenssehnsucht

2019 ◽  
Vol 95 (1) ◽  
pp. 7-23
Author(s):  
Winfried Böhm
Keyword(s):  
Philosophy Of Education ◽  
Theory And Practice ◽  
The Other ◽  
German Philosophy ◽  
Critical Perspective ◽  
Other Hand ◽  
Political Concept ◽  
The People ◽  
The One

Abstract German Philosophy of Education between Preparation for War and Desire for Peace From both a historical and critical perspective, the article reconstructs the problematic transition of German Philosophy of Education from an enlightened to a romantic thinking as well as from the state’s political concept of orientation to that of the people in the nineteenth and early twentieth centuries. This reveals a strange fluctuation of pedagogy in theory and practice between a latent preparation for war on the one hand and a vague longing for peace on the other hand.

Anarchism in Deleuze

2019 ◽  
Vol 13 (2) ◽  
pp. 267-292
Author(s):  
Jernej Kaluža
Keyword(s):  
Political Action ◽  
Practice Theory ◽  
Theory And Practice ◽  
The Other ◽  
Necessary Condition ◽  
Other Hand ◽  
Basic Ideas ◽  
The One

In this article, we argue that Deleuze's philosophy could be understood as anarchistic in a specifically defined meaning. The imperative of immanence of thought, which we explicate mainly through the reading of Deleuze's Spinoza, on the one hand establishes indivisibility between theory and practice and on the other hand paradoxically orders disobedience. We argue for a thought that is immanent, adequate with its inner practice, for thought that cannot be forced. That is the basis on which we combine the reading of Deleuze, Spinoza, Nietzsche and some basic ideas from the contemporary anarchistic movement (Graeber) and the anarchistic tradition (Stirner). We do not try to argue for a certain form of political action. Our goal is to establish a field of thought, that is by its innermost ontological principles anarchistic: practice must be accompanied by its own theory. Adequate thought cannot be forced. This is a necessary condition for each consistent practice-theory.

Talking about cultural differences in an age of globalization and hybridization: Between Obelix and Stephen Colbert

2021 ◽  
pp. 009182962110357
Author(s):  
Craig Ott
Keyword(s):  
Cultural Differences ◽  
Empirical Research ◽  
Theory And Practice ◽  
The Other ◽  
Cultural Hybridization ◽  
Other Hand ◽  
The One

The concept of culture has long been central to mission theory and practice. However, current understandings of culture can easily fall into one of two extremes: on the one hand, essentialist views of culture can easily lead to stereotyping, and on the other hand, extreme postcolonial cultural hybridization theories reject typologies of cultural differences altogether and tend to disregard empirical research on cultural differences. This article describes how to speak of cultural differences, including the use of typologies of cultural differences, without falling into these extremes. Five myths and seven recommendations regarding research and description of cultural differences are put forth.

Back to the future: On continuities and discontinuities in the history of Maska

Maska ◽  
2020 ◽  
Vol 35 (200) ◽  
pp. 126-133
Author(s):  
Aldo Milohnić
Keyword(s):  
Theory And Practice ◽  
The Other ◽  
Vicious Circle ◽  
Other Hand ◽  
The Future ◽  
History Of ◽  
The One ◽  
Theatre Theory

The last century saw quite a few cases of establishing, cancelling and relaunching of theatre journalism in Slovenia – Maska also being part of this “vicious circle”, which often began “from the beginning”. On the other hand, it seems that Maska is the one that has managed to surpass this history of constant beginnings as it has now been in regular circulation for almost 30 years, ever since it reclaimed its original name in 1991. The journal could not escape temporary crises, yet Maska has so far always been able to gather enough strength to throw away these shackles and survive. The author presents and analyses the history of Maska from its foundation to the present day, draws attention to certain key milestones, and in particular highlights the magazine’s productive connections between theatre theory and practice.

Just Nationalism: The Future of an Illusion

1996 ◽  
Vol 22 ◽  
pp. 345-363
Author(s):  
Andrew Levine
Keyword(s):  
Political Philosophy ◽  
Recent Work ◽  
Theory And Practice ◽  
The Other ◽  
The Past ◽  
Other Hand ◽  
The World ◽  
The Future ◽  
The Face ◽  
The One

Until quite recently, political philosophers routinely ignored nationalism. Nowadays, the topic is very much on the philosophical agenda. In the past, when philosophers did discuss nationalism, it was usually to denigrate it. Today, nationalism elicits generally favorable treatment. I confess to a deep ambivalence about this turn of events. On the one hand, much of what has emerged in recent work on nationalism appears to be on the mark. On the other hand, the anti- or extra-nationalist outlook that used to pervade political philosophy seems as sound today as it ever was, and perhaps even more urgent in the face of truly horrendous eruptions of nationalist hostilities in many parts of the world. What follows is an effort to grapple with this ambivalence. My aim will be to identify what is defensible in the nationalist idea and then to reflect on the flaws inherent in even the most defensible aspects of nationalist theory and practice.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

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