scholarly journals Translating research findings into educational policy and practice: the virtues and vices of a metaphor

2018 ◽  
Vol 36 (2) ◽  
pp. 213-228
Author(s):  
Martyn Hammersley
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
Conceptual Analysis ◽  
The Other ◽  
Policy And Practice ◽  
Educational Policy And Practice ◽  
Research Findings ◽  
The One ◽  
The Relationship

A variety of metaphors have been used in seeking to conceptualise the relationship between social and educational research, on the one hand, and policymaking and practice, on the other. One influential analogy is the idea that research findings can and should be translatable into policy, and thereby into practice. This article will provide a conceptual analysis of the source meaning of «translation», and what is involved in this metaphorical use of it. It will be argued that many of the issues that arise in relation to translating text from one language into another have parallels in the task of communicating research findings to policymakers or practitioners. However, the idea that research findings can then be «translated» into policy and practice is much more problematic.

scholarly journals Translating research findings into educational policy and practice: the virtues and vices of a metaphor

2014 ◽  
Vol 17 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Martyn Hammersley
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
Conceptual Analysis ◽  
The Other ◽  
Policy And Practice ◽  
Educational Policy And Practice ◽  
Research Findings ◽  
The One ◽  
The Relationship

A variety of metaphors have been used in seeking to conceptualise the relationship between social and educational research, on the one hand, and policymaking and practice, on the other. One influential analogy is the idea that research findings can and should be translatable into policy, and thereby into practice. This article will provide a conceptual analysis of the source meaning of «translation», and what is involved in this metaphorical use of it. It will be argued that many of the issues that arise in relation to translating text from one language into another have parallels in the task of communicating research findings to policymakers or practitioners. However, the idea that research findings can then be «translated» into policy and practice is much more problematic.

scholarly journals WYZNACZNIKI PROFESJONALIZMU NAUCZYCIELA – DYSKUSJA GLOTTODYDAKTYCZNA A POLITYKA I PRAKTYKA OŚWIATOWA

Neofilolog ◽  
2020 ◽  
pp. 51-73
Author(s):  
Mariola Jaworska
Keyword(s):  
Foreign Language ◽  
Educational Policy ◽  
The Other ◽  
Ethical Standards ◽  
Policy And Practice ◽  
Personality Dimension ◽  
Language Teacher ◽  
Theoretical Approaches ◽  
Cultural Expectations ◽  
The One

The professionalism of a teacher is their competence, expertise, “knowledge of the craft”, but also the ability to meet high cognitive, operational and ethical standards. On the one hand, this is rooted in social and cultural expectations, related to the educational needs of society, but on the other it has a personality dimension, connected with the teacher’s individuality, which is evidenced in the specific relations they have with students. This article aims to analyse the determinants of the professionalism of the contemporary foreign language teacher found in recent glottodidactic discussion and compare these to the current educational policy and practice. It will present both theoretical approaches and the selected results of studies and reports on this topic.

CHURCHLAND, KANDEL AND DOOYEWEERD ON THE REDUCIBILITY OF MIND STATES

2002 ◽  
Vol 67 (2) ◽  
pp. 148-172 ◽  
Author(s):  
Gerrit Glas
Keyword(s):  
Cognitive Neuroscience ◽  
Conceptual Analysis ◽  
The Body ◽  
The Other ◽  
Short Introduction ◽  
Brain Functioning ◽  
The One ◽  
The Relationship ◽  
Eric Kandel ◽  
The Way

This article is devoted to the conceptual analysis of two texts of leading scholars in cognitive neuroscience and its philosophy, Patricia Churchland and Eric Kandel. After a short introduction about the notion of reduction, I give a detailed account of the way both scientists view the relationship between theories about brain functioning on the one hand and consciousness and psychopathology, respectively, on the other hand. The analysis not only reveals underlying philosophical mind/brain conceptions and their inner tensions, but also the conceptual relevance of distinctions that are fundamental in the work of Dooyeweerd, such as the distinction between modes and entities, between law and subject and between subject function and object function. After a brief clarification of the way these distinctions function in Dooyeweerd’s theory of the body as an ‘enkaptic structural whole’, I try to explain how the conceptual framework, developed here, could be applied to brain functioning and leads to greater clarity in neuroscientific theorizing.

scholarly journals The Problem of the “Other”: Where Is the Real “I”?

2019 ◽  
Vol 9 (1) ◽  
pp. 7472-7475
Keyword(s):  
Conceptual Analysis ◽  
A Priori ◽  
The Other ◽  
The Real ◽  
Methodological Basis ◽  
The Social ◽  
The One ◽  
The Relationship ◽  
Traditional Understanding

The article deals with the study of the problem of “The Other” in the context of its influence on the formation and formation of “The I”. The methodological basis of the study is existentialism and psychoanalysis. The paper outlines the transition from the traditional understanding of the relationship “The I” - “The Other” to non-classical - “The Other” - “The I”. The paper considers the conditions for constructing the theory of the existence of “The Other” by J.-P. Sartre, as well as the symbolic theory of “The Other” by J. Lacan. The conclusions about the essence of the phenomena of “The I” and “The Other” are drawn based on the conceptual analysis. “The I” is defined as a field of absence, deprivation in an individual. “The Other” is defined as the Symbolic and the ontological facet of the social. The ambivalent process of interaction between “The Other” and “The I” is also presented. “The I” does not exist initially and a priori but it is formed in the process of filling the lack and void with the symbols of “The Other”. The means is the desire which, by splitting an individual, allows him to perceive and realize his being as self. The article shows that this splitting is dual: on the one hand, the I denies the existence of the Other within myself (sadistic component), and on the other, the I entirely denies its Self (masochistic component). The impossibility of being completely satisfied and identifying self with the objects of the Other allows the I not to become like the Other and perceive self as a self-independent and independent being.

scholarly journals The role of educational research in transforming educational policy and practice

2013 ◽  
Vol 45 (1) ◽  
pp. 7-23
Author(s):  
Natasa Vujisic-Zivkovic
Keyword(s):  
Education Reform ◽  
Educational Policy ◽  
Educational Research ◽  
Quantitative Research ◽  
Modern Science ◽  
Educational Practice ◽  
Evidence Based ◽  
Policy And Practice ◽  
Educational Policy And Practice

The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops.

scholarly journals Explaining the Views of Ibn Sina and Al-Ghazali on Games and Physical Exercises and their Relation to the Relationship Between Body and Soul

DINAMIKA ILMU ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 357-366
Author(s):  
Samira Heidari ◽  
Fatemeh Vojdani ◽  
Afzal Sadat Hosseini
Keyword(s):  
Physical Activity ◽  
Research Method ◽  
The Body ◽  
The Other ◽  
Ibn Sina ◽  
Physical Exercises ◽  
Research Findings ◽  
Body And Soul ◽  
The One ◽  
The Relationship

The purpose of this article is to describe Ibn Sina and Ghazali's philosophical views on soul and body on the one hand and to express their views on physical movements on the other hand in order to explain the relationship between their philosophical views on games and physical exercises related to body and soul. The research method was descriptive-analytical. The research findings showed that despite the differences in the philosophical thought of Ibn Sina and Ghazali, in the field of proofs of the soul and the body, there is a similarity between these two thinkers and the relationship between the soul and the body is two-ways. With physical activity in the game, there is an effect on the soul and vice versa. In fact, whenever playing and exercising are done in proportion and the body is active, then the soul will also have fun, and this is based on the effect that the body has on the soul. According to the theory of two thinkers, such a conclusion is that games and physical exercises recreate energy and rejuvenates the body and soul.

Choice Of Technique And The Volume Of Saving (A Re-Examination Of The Cobb-Douglas Model)

1968 ◽  
Vol 8 (4) ◽  
pp. 606-617
Author(s):  
Mohammad Anisur Rahman
Keyword(s):  
Economic Development ◽  
Production Function ◽  
Development Policy ◽  
Social Goals ◽  
The Other ◽  
Economic Development Policy ◽  
Labour Intensity ◽  
The One ◽  
Choice Of Technique ◽  
The Relationship

The purpose of this paper is to re-examine the relationship between the degree of aggregate labour-intensity and the aggregate volume of saving in an economy where a Cobb-6ouglas production function in its traditional form can be assumed to give a good approximation to reality. The relationship in ques¬tion has an obviously important bearing on economic development policy in the area of choice of labour intensity. To the extent that and in the range where an increase in labour intensity would adversely affect the volume of savings, a con¬flict arises between two important social objectives, i.e., higher rate of capital formation on the one hand and greater employment and distributive equity on the other. If relative resource endowments in the economy are such that such a "competitive" range of labour-intensity falls within the nation's attainable range of choice, development planners will have to arrive at a compromise between these two social goals.

Bastard Feudalism and the Framing of Thirteenth-Century England

2018 ◽  
Author(s):  
Peter Coss
Keyword(s):  
Middle Ages ◽  
Thirteenth Century ◽  
Twelfth Century ◽  
The State ◽  
The Other ◽  
Great Work ◽  
Early Middle Ages ◽  
The One ◽  
The Relationship

In the introduction to his great work of 2005, Framing the Early Middle Ages, Chris Wickham urged not only the necessity of carefully framing our studies at the outset but also the importance of closely defining the words and concepts that we employ, the avoidance ‘cultural sollipsism’ wherever possible and the need to pay particular attention to continuities and discontinuities. Chris has, of course, followed these precepts on a vast scale. My aim in this chapter is a modest one. I aim to review the framing of thirteenth-century England in terms of two only of Chris’s themes: the aristocracy and the state—and even then primarily in terms of the relationship between the two. By the thirteenth century I mean a long thirteenth century stretching from the period of the Angevin reforms of the later twelfth century on the one hand to the early to mid-fourteenth on the other; the reasons for taking this span will, I hope, become clearer during the course of the chapter, but few would doubt that it has a validity.

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