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

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.

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.

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?

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.

scholarly journals A Formação do Arquiteto e a Universidade

2019 ◽  
Vol 78 (188-89-90) ◽  
Author(s):  
Jaime Almeida
Keyword(s):  
Historical Development ◽  
Teaching Method ◽  
The Other ◽  
University Teaching ◽  
Existing Problems ◽  
Other Hand ◽  
Teaching Design ◽  
The One ◽  
The University ◽  
The Relationship

Analisa as relações entre a formação do arquiteto e a universidade sob o ponto de vista do ensino de arquitetura. O artigo argumenta em favor da inserção desse ensino no contexto universitário (disciplinas universitárias afins). A escola, ou Faculdade de Arquitetura e Urbanismo da Universidade de Brasília (FAU/ UnB) é o principal objeto de análise. O artigo aponta, como um sério obstáculo ao intercâmbio acadêmico, a forma como o ensino de projeto é ministrado. A análise compara duas concepções existentes sobre esse ensino, uma denominada disciplinar e outra universitária. O método de ensino de projeto correspondente à disciplinar é denominado de programa-projeto ou análise-síntese, e o segundo, de projeto conceituai. Para o primeiro, a universidade é um ambiente neutro; para o segundo, uma necessidade. O artigo argumenta em favor da inserção da arquitetura na universidade. Dois aspectos interdependentes são enfatizados: a formação intelectual e investigativa (pesquisa) dos estudantes. Abstract This paper deals with the relationship between the architectural and the university teaching. The description of design teaching of architecture of the University of Brasilia including a summary on its historical development is taken as the main example. This paper argues for straightening the relations between the school of architecture with the university teaching. On the other hand, this paper points out some existing problems that may difficult such an academic interrelationship. For example, the way as the design is teaching (drawing class) and the school is organized are the hey aspects analysed. The analysis compares the disciplinary teaching of architecture to comprehensive teaching of the university. The process of teaching design, called conceptual design, stresses two important aims. On the one hand, this teaching method opposes to the usual teaching, known as analysis-synthesis, by improving the academic background of architectural students. On the other hand, the method improves the insertion of the architectural school in the university. Résumé Les rapports entre la formation de l'architecte et l'Université. La prise de position en faveur de l'insertion de cet enseignement dans le contexte universitaire (disciplines universitaires associées). La Faculté d'Architecture et Urbanisme de l'Université de Brasilia est I 'object de l'analyse. L'enseignement actuel du project comme un obstacle sérieux à l'échange académique. Deux conceptions de cet enseignement restreint sont nommées programme-plan ou analyse-sinthèse, et l'autre, conceptuelle. Pour la première méthode, l'insertion dans le contexte universitaire est indifférente, tandis que pour la deuxième méthode, elle est indispensable. Deux aspects liés sont mis en relief: la formation intellectuelle des étudiants et la recherche. Resumen Este artículo estudia las relaciones entre la formación del arquitecto y la universidad desde el punto de vista de la enseñanza de la arquitectura. Introducimos argumentos favorables a la inclusión de esta enseñanza en el ámbito universitário (en especial con las matérias disciplinares comunes). La Facultad de Arquitectura y Urbanismo de la Universidad de Brasilia es nuestro punto focal. Nuestro escrito señala que la forma como la matéria de proyecto es enseñada es el principal obstáculo para que se realize verdadero intercámbio académico. Comparamos dos concepciones sobre la forma de enseñar: una, que denominamos disciplinar y otra universitária. Cuando corresponde a la primera forma el método se llama programa-proyecto o análisis-síntesis. Ya cuando corresponde al segundo se llama proyecto conceptual. Para el primero, la universidad es un ambiente neutro y para el segundo es una necessidad. Argumentamos en favor de la inclusión de la arquitectura en la universidad. Destacanse dos aspectos: la formacción intelectual y la investigación por parte de los alumnos.

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.

Interdisciplinarity and Punishment in the Academy: Reflecting upon Researching and Teaching Human Rights in University Settings

2021 ◽  
Author(s):  
Matthew Evans
Keyword(s):  
Human Rights ◽  
Interdisciplinary Research ◽  
The Other ◽  
Disciplinary Power ◽  
Teaching And Research ◽  
Research And Teaching ◽  
Other Hand ◽  
The One ◽  
University Settings

Abstract This article reflects upon the experience of researching and teaching human rights, and related areas, in a number of university settings. It is argued, on the one hand, that interdisciplinarity is necessary, present and considered valuable in academic human rights scholarship. On the other hand, the article argues that disciplinary power is exercised in the academy with the effect of limiting the degree to which interdisciplinary research and teaching can take place in practice. As a consequence, interdisciplinary academics (and students) are punished. Both intellectual horizons and material opportunities are potentially constricted. Reflecting upon this potential, the article considers whether it is practically possible to reduce or avoid the disciplining and punishment of this kind of teaching and research in universities and concludes by making the case for a postdisciplinary reimagining of human rights in the academy.

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.

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