자연주의적 탐구조사(Naturalistic Inquiry)

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

The concept of hegemonic masculinity has influenced gender studies across many academic fields but has also attracted serious criticism. The authors trace the origin of the concept in a convergence of ideas in the early 1980s and map the ways it was applied when research on men and masculinities expanded. Evaluating the principal criticisms, the authors defend the underlying concept of masculinity, which in most research use is neither reified nor essentialist. However, the criticism of trait models of gender and rigid typologies is sound. The treatment of the subject in research on hegemonic masculinity can be improved with the aid of recent psychological models, although limits to discursive flexibility must be recognized. The concept of hegemonic masculinity does not equate to a model of social reproduction; we need to recognize social struggles in which subordinated masculinities influence dominant forms. Finally, the authors review what has been confirmed from early formulations (the idea of multiple...

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Hegemonic Masculinity Rethinking the Concept

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence suggests that PESS has the potential to make contributions to young people’s development in each of these domains. Unsurprisingly, perhaps, there is suggestive evidence of a distinctive role for PESS in the acquisition and development of children’s movement skills and physical competence. It can be argued that these are necessary, if not deterministic conditions of engagement in lifelong physical activity. In the social domain, there is sufficient evidence to support claims of positive benefits for young people. Importantly, benefits are mediated by environmental and contextual factors such as leadership, the involvement of young people in decision‐making, an emphas...

The educational benefits claimed for physical education and school sport : an academic review.

1. The Social Construction of Physical Education: Present, Past and Future 2. Defining Physical Education and the Possibility of the Id2 3. Futures Talk in Physical Education 4. The Id2 of Physical Education-as-Sport-Techniques 5. Continuity and Discontinuity: The Residue of the Past in the Present 6. Four Relational Issues and the Bigger Picture 7. Physical Education Futures? 8. Securing the Conditions for Radical Reform

Physical Education Futures

Over the past two decades, sociologists have given considerable attention to identifying the neighborhood-level structural and social-interactional mechanisms which influence an array of social outcomes such as crime, educational attainment, collective action, mortality, and morbidity. Yet, cultural mechanisms are often overlooked in quantitative studies of neighborhood effects, largely because of outdated notions of culture. This paper aims to inject a much needed cultural dimension into neighborhood effects research, and, in the process, provide an explanation for the paradoxical co-existence of law-abiding beliefs and law violating behavior that characterize so many disadvantaged urban neighborhoods. To these ends, we explore the origins and consequences of legal cynicism. Legal cynicism refers to a cultural frame in which people perceive the law, and the police in particular, as illegitimate, unresponsive, and ill-equipped to ensure public safety. Using data from the Project on Human Development in Chicago Neighborhoods, we find that legal cynicism explains neighborhood variation in homicide rates net of neighborhood structural conditions, collective efficacy, and tolerant attitudes toward deviance and violence. Moreover, our results reveal that legal cynicism explains the persistence of homicide in certain Chicago neighborhoods during the 1990s when homicide declined drastically city-wide.

Cultural Mechanisms and the Persistence of Neighborhood Violence

What is the current condition of the field of physical education? How has it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions The Handbook is divided in to six parts: - Perspectives and Paradigms in Physical Education Pedagogy Research; - Cross-disciplinary Contributions to Research on Physical Education; - Learners and Learning in Physical Education; - Teachers, Teaching and Teacher Education in Physical Education; - Physical Education Curriculum; - Difference and Diversity in Physical Education This benchmark work is essential reading for educators and students in the field of physical education

The handbook of physical education

The PESSCLS strategy for physical education and youth sport in England has received an unprecedented level of funding from the Blair government during its term in office. In this article, it is proposed that there are structural problems with the delivery of physical education and school sport in England that the PESSCLS strategy and associated policies such as Game Plan may not have accounted for. It is argued these problems become evident through a review of research on the importance of early learning experiences for lifelong participation in physical activity. In addition, the impact of perceptions of competency on young people's motivation to participate is discussed, prior to exploring the influence of gender, socio-economic status and sociodemographic factors on participation. Further evidence is reviewed that suggests secondary school physical education programmes have in their traditional form been ineffective in promoting lifelong physical activities. The article concludes with the identificatio...

David Kirk

Papers

The educational benefits claimed for physical education and school sport : an academic review.

Physical Education Futures

Cultural Mechanisms and the Persistence of Neighborhood Violence

The handbook of physical education

Physical education, youth sport and lifelong participation: the importance of early learning experiences