scholarly journals Clarifying the Present State of and Trends in Comparative Education from an Analysis of Journal Articles

2010 ◽  
Vol 39 (2) ◽  
Author(s):  
Charl Wolhuter
Keyword(s):  
International Education ◽  
Present State ◽  
Comparative Education ◽  
The Other ◽  
Levels Of Analysis ◽  
Journal Articles ◽  
Other Hand ◽  
De Se ◽  
The One ◽  
Education Review

The aim of this research is to explicate the present state of and developments within the field of Comparative Education, by means of an analysis of articles published in Canadian and International Education and the Comparative Education Review, two eminent journals in the field. The following aspects of articles published in the two journals, since their inception till the end of 2006, were analyzed: levels of analysis of articles number of units covered by articles geographical areas which articles deal with modes of education articles deal with and themes/topics focused on. From the analysis, two features of the field became visible. On the one hand a striking consistency, on the other hand potential for a considerable broadening of levels of analysis, of geographical areas, and of modes of education. Theoreticians in the field make reasoned cases for such broadening, and articles analyzed revealed that incipient moves towards them are taking place. However, much scope for the expansion of the field along these lines exists. Some of these are pointed out. Cette recherche analyse plusieurs articles de deux revues éminentes, l’Education canadienne et Internationale et la revue Comparative Education Review dont le but sera d’expliquer l’état présent ainsi que l’évolution des recherches en Éducation Comparée. Les articles ont été choisis, depuis la création des revues jusqu’à la fin de 2006, sur la base des caractéristiques suivantes : Niveau d’analyse de l’article; Quantité d’éléments couverts par article; Zones géographiques visées par les articles ; Méthodologies éducatives visées par l’article; Thèmes/sujets analysés. L’analyse présente deux caractéristiques principales. D’un côté, il existe une consistance frappante, et de l’autre, un grand potentiel pour diversifier d’avantage les différents niveaux d’analyse, les zones géographiques, ainsi que les méthodologies éducatives visées. Les spécialistes du domaine acceptent cette diversification. Plusieurs articles analysés démontrent qu’un mouvement récent de diversification est en train de se développer. Les objectifs de développement doivent cependant être mieux définis. Quelques possibilités sont indiquées dans cet article.

scholarly journals Indecisão plena de promessas: imagens da vida e da infância na filosofia de Henri Bergson

2021 ◽  
Vol 34 (71) ◽  
pp. 565-580
Author(s):  
Magda Costa Carvalho
Keyword(s):  
Key Words ◽  
Dynamic Contact ◽  
The Other ◽  
Henri Bergson ◽  
Key Words Childhood ◽  
Other Hand ◽  
De Se ◽  
Living Nature ◽  
The One ◽  
Élan Vital

Indecisão plena de promessas: imagens da vida e da infância na filosofia de Henri Bergson Resumo: Numa passagem da obra Évolution Créatrice, Bergson recupera a imagem da criança para afirmar que a natureza viva opera através de tendências divergentes. Apesar de não ter desenvolvido um pensamento de pendor educacional, encontram-se na obra bergsoniana referências que, por um lado, recuperam a dimensão criativa e criadora da infância e, por outro, acentuam a forma infantil dos movimentos do élan vital. Estas referências fazem parte da imagética do autor, mostrando como o seu pensamento sugestiona leituras ímpares. O convite para cruzar a imagem da vida como infância com a imagem da infância como vida revela-se, assim, sugestivo para repensar o que nos habita como constitutivamente outro: a criança que fomos e a natureza que somos. E será através da imagem – como forma de contacto dinâmico com o real – que poderemos encontrar algumas respostas para a sugestão bergsoniana de se promover nas escolas um conhecimento infantil (enfantin).Palavras-chave: infância; criança; natureza; imagem; Bergson. Indecision charged with promise: Images of life and childhood in Henri Bergson’s philosophy Abstract: In a passage in his Évolution Créatrice, Bergson reclaims the image of the child to argue that living nature works through divergent tendencies. Although Bergson’s work doesn’t focus specifically on education, it does contain references that, on the one hand, reclaim the creative and creating nature of childhood, while on the other hand accentuating the childlike nature of élan vital’s movements (vital impetus). These references are part of Bergson’s repertoire of imagery and demonstrate how his thought evokes uneven readings. The invitation to cross the image of life as childhood with that of childhood as life ultimately evokes a rethinking of what inhabits us as constitutively other: the child we were and the nature we are. And it is through the notion of image – as a form of dynamic contact with reality – that we will find some answers for Bergson’s suggestion that schools promote a childlike knowledge (enfantin).Key-words: childhood; child; nature; image; Bergson.  Indecisión cargada de promesas: Imagénes de la vida y de la infancia en la filosofía de Henri Bergson Resumen: En un pasaje sobre la obra Évolution Créatrice, Bergson recupera la imagen del niño para afirmar que la naturaleza viva opera a través de tendencias divergentes. A pesar de no haber desarrollado un pensamiento de carácter educacional, se encuentran en la obra bergsoniana referencias que, por un lado, recuperan la dimensión creativa y creadora de la infancia y, por otro, acentúan la forma infantil de los movimientos del impulso vital. Estas referencias hacen parte de la imagen del autor, mostrando como su pensamiento sugestiona lecturas impares. O convite para cruzar la imagen de la vida como infancia con la imagen de la infancia como vida se revela, de esta manera, sugestivo para repensar lo que nos habita como constitutivamente otro: el niño que fuimos y la naturaleza que somos. Y será a través de la imagen – como forma de contacto dinámico con lo real – que podremos encontrar algunas respuestas para la sugestión bergsoniana de promoverse en las escuelas un conocimiento infantil (enfantin).Palavras-clave: infancia; niño; naturaleza; imagen; Bergson. Data de registro: 20/08/2020Data de aceite: 30/11/2020

scholarly journals Teodor Llorente, cinquanta anys després: una polèmica entre Joan Fuster i Josep M. Bayarri

2019 ◽  
Vol 14 ◽  
pp. 131
Author(s):  
J. Àngel Cano Mateu
Keyword(s):  
The Other ◽  
Postwar Period ◽  
Journal Articles ◽  
Other Hand ◽  
Points Of View ◽  
The One

Resum: Aquest article analitza la polèmica generada en la premsa valenciana l’any 1961 entre Joan Fuster i Josep M. Bayarri, arran del cinquantenari de la mort de Teodor Llorente. Mentre que Fuster reclama un debat intel·lectual al voltant del líder de la Renaixença valenciana i, de retop, dels referents propis, Bayarri en té prou amb commemoracions i celebracions, com misses, lectures de poemes o articles de diari. Aquest enfrontament dialèctic amaga dues maneres totalment oposades d’entendre el valencianisme de postguerra: d’una banda, un valencianisme que proposa l’autocrítica i la reflexió; d’una altra, un valencianisme o «regionalisme» irracional, de caire sentimentalista i antiintel·lectual. L’article analitza, doncs, el posicionament i l’abast de la defensa de Llorente per part d’aquests dos autors.Paraules clau: Teodor Llorente, Joan Fuster, Josep M. Bayarri, valencianisme, postguerra..Abstract: This paper analyses the controversy that Joan Fuster and Josep M. Bayarri create on the Valencian press in 1961, as a result of the fifty years after Teodor Llorente’s death. Whereas Fuster demands an intellectual discussion about the leader of the Renaixença in Valencia and the Valencian writers, Bayarri settles for commemorations and celebrations, masses, poetry readings or journal articles about him. This dialectic confrontation conceals two totally opposed ways of understanding the Valencianism of the postwar period. On the one hand, there is a Valencianism that proposes a self-criticism and a reflection; on the other hand, we find a Valencianism or an irrational «regionalism» that is sentimentalist and anti-intellectual. Therefore, this essay analyses the points of view about Llorente made by these two authors.Keywords: Teodor Llorente, Joan Fuster, Josep M. Bayarri, Valencianism, postwar period.

scholarly journals America From Across the Atlantic

AmeriQuests ◽  
2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Darrell Hartman
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
The Other ◽  
Complete Understanding ◽  
Other Hand ◽  
De Se ◽  
The One ◽  
The U.S ◽  
New View

A young U.S. American living in Greece, Hartman explores a new view of his native country. On the one hand, he finds it tempting to dismiss the U.S.—the America of the European imagination—as a product of fancy, ignorance, and prejudice. On the other hand, he comes to see that a more complete understanding of the U.S. requires not only an engagement with European notions of “America” but also their incorporation into our own images of the United States of America. <br><br> Un joven estadounidense que vive en Grecia, Hartman explora una nueva vista de su país natal. De un lado, lo encuentra tentando la idea de rechazar a los EEUU—la América de la imaginación europea—como un producto de espejismo, ignorancia, y prejuicio. De otro lado, empieza a reconocer que un entendimiento más completo de los EEUU requiere no sólo un encuentro con nociones europeas de “América,” sino también su incorporación en nuestras propias ideas de los Estados Unidos de América. <br><br> Um jovem estadunidense vivendo na Grécia, Hartman considera um novo ponto de vista de seu país natal. De um lado, ele encontra tentador a ideia de rejeitar os Estados Unidos—a América da imaginação europeia—como produto de capricho, ignorância e preconceito. Do outro lado, ele chega reconhecer que um entendimento mais profundo dos E.U. requer não só o encontro e relação das noções europeias de “América,” mas também a incorporação destas em nossa própria ideia dos Estados Unidos de América. <br><br> Hartman, jeune américain vivant en Grèce, explore une vision nouvelle de son pays natal. D’un côté, il trouve tentant de rejeter les Etats-Unis—l’Amérique vue par l’Europe— en tant que produit de chimère, ignorance et préjugés. D’un autre côté, il en conclut que pour une meilleure compréhension des Etats-Unis, il est nécessaire de se familiariser avec les notions européennes de «l’Amérique», mais également de les incorporer dans notre propre image des Etats-Unis.

Das Zustandspassiv – Pragmatische Beschränkungen und Regelkonflikte

2007 ◽  
Vol 35 (1-2) ◽  
Author(s):  
Klaus Welke
Keyword(s):  
Present State ◽  
The Other ◽  
Strict Sense ◽  
Past Time ◽  
Target State ◽  
Other Hand ◽  
Opposite Process ◽  
The Subject ◽  
The One

AbstractIn constructions of copula + participle II, often called “Zustandspassiv”, we find many unclear restrictions. Maienborn (2007: 83-115) explains these by pragmatics in the following way: One invariant meaning is opposed to different pragmatic readings that are gaining their existence in the pragmatic level only. We explain these restrictions in semantics itself. Restrictions in forming copula + participle II-constructions are due to conflicts between the construction meaning of copula constructions and the construction meanings of participles II. Pragmatics is mediating between the conflicting construction meanings by means of pragmatic implicatures. Due to these accommodations nearly no copula + participle construction is grammatically wrong in a strict sense, but many constructions remain restricted in their acceptability. The construction meaning of Zustandspassiv is opposed to three meaning variants of participle II. The interplay between the construction meaning of copula constructions and the three meaning variants of participles II results in different accomodations between copula-constructions and participle meanings. In some cases participle meanings adapt to copula construction meanings, in other cases the opposite process is going on. On the one hand the construction meaning of copula construction is the predication of a property to the referent of the subject. On the other hand there are a post state (target state) meaning, a present state meaning and a past time meaning of particples II. The interplay with the construction meaning of the copula construction results in four meaning variants of Zustandspassiv: post state (target state) as a property, present state as a property, past time of an event as a property, and past time meaning only. The meaning ‘past time of an event as a property’ is grammaticalizing to a past

scholarly journals DEFINITION OF THE MOST IMPORTANT EDUCATION SCIENCE TERMS

2010 ◽  
Vol 2 (2) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
International Education ◽  
Life Experience ◽  
Educational Practice ◽  
The Other ◽  
Development Education ◽  
Scientific Publications ◽  
Other Hand ◽  
The One ◽  
Education Science ◽  
Education Process

In the latter years the main education terms became the point of rather active discussion. And it is natural, because over the last two decades education terminology expanded, a lot of new terms joined education sciences. On the one hand, such changes were caused by rapid education science development, abundant theoretical and empiric researches, on the other hand, after reestablishment of Lithuanian Independence, new possibilities opened to get acquainted with international practice, to adopt it to Lithuanian educational practice. In 2010, in Lithuania various discussions on educology terminology questions were initiated. This year, on February 11, Lithuanian Republic Education board and Vilnius Pedagogical University initiated the meeting of educology scientists on usage of educology terms in educology scientific publications, in pedagogic activity and educational documents. As practice showed, it is very difficult to find common decisions. Ambiguity, abundance of various synonymic terms became prominent in educology; the process of emergence of new terms is practically out of control, chaotic. Quite a big part of new terms are contradictory (e.g, development education, global and/or international education). It becomes unclear, what is the place of the main (axial) terms in the whole education terminology system, how the hierarchy of the whole term system is kept (or is it kept). Without attempting to go into exhaustive educology term analysis, we can give definitions of the main educology terms referring to systemic approach principle (Lamanauskas, 2004). Education – organized, expedient and purposeful life experience (knowledge, abilities and values) acquisition for life (cognition, consideration, acting) Education (enlightenment) - situational person (personality) and society’s orientation in current situation expansion in various aspects. Upbringing – education process when person’s moral is formed through interaction of values and abilities. Training – personality maturity guaranteeing parameters’ comprehensive, constant and systemic expansion and development. Teaching – education process when person’s intellect is formed through the interaction of knowledge and person’s abilities. In fact, there is no absolute agreement among educology specialists regarding the usage of terms. Such an agreement can hardly be reached, because the same terms in different contexts acquire different meanings and can be differently interpreted. Education, first of all, is a complex, diverse phenomenon. On the one hand, by education we seek that a person would acquire knowledge and abilities (intellect formation), on the other hand – could perceive the world of values (moral formation). Education, as a very complex system, features hierarchic structure and functional organisation. Changing easily any term or implementing a new one, we are trying, in fact, to change the system, very often not thinking about consequences. New terms matter cannot be end in itself. Education (enlightenment), obviously is multilevel, hierarchic, complex and developing social system requiring systemic attitude, systemic analysis, systemic research in general – in this case, on the education science terminology aspect. Key words: education terms, usage of terms, education science, definition.

On epithets qua attributive anaphors

2005 ◽  
Vol 41 (1) ◽  
pp. 1-32 ◽  
Author(s):  
EROS CORAZZA
Keyword(s):  
The Other ◽  
De Re ◽  
Other Hand ◽  
De Se ◽  
Similarities And Differences ◽  
Truth Value ◽  
To Come ◽  
The One

A multiple-proposition theory is proposed, according to which a single utterance can express several distinct propositions. An utterance of “Jon, the idiot, missed the train” expresses the official proposition THAT JON MISSED THE TRAIN and the background proposition THAT JON IS AN IDIOT. It is argued that only the official proposition affects the truth-value of the utterance, while the background proposition(s) may be treated similarly to pragmatic presuppositions. The multiple-proposition theory helps us to defend the thesis that, in an utterance such as “Jon1 promised to come but the idiot1 missed the train”, the epithet the idiot must be understood as an attributive anaphor, for it inherits its value from Jon and attributes to Jon the property of being an idiot. It is argued that epithets in such constructions should be viewed in a way similar to quasi-indicators, insofar as the latter are also attributive anaphors. The quasi-indicator she herself in “Jane1 believes that she (herself)1 is rich” inherits its value from Jane and attributes an I-thought to Jane. In focusing on the similarities and differences between epithets and quasi-indicators, we can explain some alleged difficulties, difficulties which suggest that epithets cannot be anaphoric (e.g. “*Jon1 claimed/said/thinks/ … that the bastard1 was honest”). It is shown that the ungrammaticality of sentences like these rests on the fact that the epithet is embedded in what should be a de se attribution (e.g. “Jon1 claimed/said/thinks that he (himself)1 was honest”) while its nature is to contribute to the expression of a de re attribution. This helps us to understand the ungrammaticality of “*Jane1 said/thinks/promised/ … that the idiot1 will come” vs. the grammaticality of “Jane1 said/thinks/promised/ … that she (herself)1 will come” on the one hand, and, on the other hand, the ungrammaticality of “Jon1 ran over a man who was trying to give him (*himself)1 directions” vs. the grammaticality of “Jon1 ran over a man who was trying to give the idiot1 directions”.

scholarly journals CONTRIBUTION TO A CARTOGRAPHIC AND PHYTOGEOGRAPHIC STUDY OF A LAVATERA MARITIMA MALVACEAEINTHETLEMCENCOAST

2021 ◽  
Vol 21 (no 1) ◽  
Author(s):  
Ghalem Sarra ◽  
Hassani faiçal ◽  
Bouayad Ibtissam Sarah ◽  
Zettam Amine
Keyword(s):  
Land Use ◽  
Plant Species ◽  
Present State ◽  
The Other ◽  
Current Status ◽  
Vegetation Map ◽  
Other Hand ◽  
The Mediterranean ◽  
Biogeographical Analysis ◽  
The One

This study allowed us to define on the one hand the biogeographical criteria, and on the other hand to develop a cartographic sketch of the physiognomy of Lavatera maritima in our study area. This work is devoted to the biogeographical analysis of Lavatera maritima in the Tlemcen Coast (Rachgoune 1 and 2, Béni-saf1 and 2 Oulhassa and Madrid). The biogeographic distribution shows the dominance of the Mediterranean element. A vegetation map can be viewed in different ways, as a physiognomy map showing the present state of vegetation, or as a land use map. The development of a cartographic test of the distribution of Lavatera maritima in the coast of Tlemcen aims to know the current status and range of this plant species.

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.

Radioimmunotherapy for treatment of acute myeloid leukaemia and myelodysplastic syndrome

2005 ◽  
Vol 44 (03) ◽  
pp. 107-117
Author(s):  
R. G. Meyer ◽  
W. Herr ◽  
A. Helisch ◽  
P. Bartenstein ◽  
I. Buchmann
Keyword(s):  
Acute Myeloid Leukaemia ◽  
Myeloid Leukaemia ◽  
Primary Tumour ◽  
The Other ◽  
Haematopoietic Stem Cell ◽  
Other Hand ◽  
Primary Reduction ◽  
The One ◽  
Acute Myeloid

SummaryThe prognosis of patients with acute myeloid leukaemia (AML) has improved considerably by introduction of aggressive consolidation chemotherapy and haematopoietic stem cell transplantation (SCT). Nevertheless, only 20-30% of patients with AML achieve long-term diseasefree survival after SCT. The most common cause of treatment failure is relapse. Additionally, mortality rates are significantly increased by therapy-related causes such as toxicity of chemotherapy and complications of SCT. Including radioimmunotherapies in the treatment of AML and myelodyplastic syndrome (MDS) allows for the achievement of a pronounced antileukaemic effect for the reduction of relapse rates on the one hand. On the other hand, no increase of acute toxicity and later complications should be induced. These effects are important for the primary reduction of tumour cells as well as for the myeloablative conditioning before SCT.This paper provides a systematic and critical review of the currently used radionuclides and immunoconjugates for the treatment of AML and MDS and summarizes the literature on primary tumour cell reductive radioimmunotherapies on the one hand and conditioning radioimmunotherapies before SCT on the other hand.

The Salvage of Ideas: Schumpeter and the Core Problems Still Confronting Economics

2003 ◽  
pp. 15-26
Author(s):  
P. Wynarczyk
Keyword(s):  
The Other ◽  
The Core ◽  
Other Hand ◽  
The One

Two aspects of Schumpeter' legacy are analyzed in the article. On the one hand, he can be viewed as the custodian of the neoclassical harvest supplementing to its stock of inherited knowledge. On the other hand, the innovative character of his works is emphasized that allows to consider him a proponent of hetherodoxy. It is stressed that Schumpeter's revolutionary challenge can lead to radical changes in modern economics.

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