文化有根 創意是伴 Bridging Creativity
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Posted on January 21, 2023 at 4:30pm 0 Comments 3 Promotions
實踐智慧是一種道德的知識,而且是以自我認識為起點的道德實踐,是一種知性之德,亦是培養其他德行的先備條件,不僅要有對特定性的回應的知覺,還要有知性的洞察力,以作明智的判斷,更要有道德的德性,以採取明智的行動,才能在不同的良善中,依相對的重要性作決定,這亦是實際-詮釋典範和批判-解放的研究典範所強調的。
實踐智慧強調教師在特定的情境中,集體慎思並做決定,當然可達成精緻的教學。但…
ContinuePosted on January 20, 2023 at 4:30pm 0 Comments 5 Promotions
這種詩性智慧的課程理論化引起許多迴響和批判,Macdonald(1988)和 Pinar (1988)雖使用詩性智慧這個概念,但只把它視為一種雄辯的語言和優雅的理念,並沒有深入探討其內涵,因而窄化了它的潛能(Holland & Garman, 2008)。後來 Kesson(1999)、M. A. Dol(2000)、Haggerson(2000)和 Holland & Garman(2008)等加以充實、衍伸,其概念和內涵才漸漸豐富。
詩性智慧是由神話(故事)(mythos)和創造…
Posted on January 19, 2023 at 4:30pm 0 Comments 7 Promotions
詩性智慧的課程理論化
過去有關課程理論、實際及其辯證關係的研究主要有兩種典範,即科學典範和批判典範(Macdonald, 1988)。科學典範認為理論和實際是二元的,它視理論為一組將在實徵研究中試驗的假設,以驗證理論是否和實際相符;這個過程是價值中立的,強調控制和預測。批判典範則批評科學典範宣稱的價值中立的虛偽性,強調理論和實際間的辯證,而批判(critique)正是辯證的核心。如…
Posted on January 18, 2023 at 4:30pm 0 Comments 9 Promotions
過去,教師在課程理論化方面多採取認識論或方法論的觀點,結果課程理論無法與實際產生辯證關係,教師亦不能發展自己的實踐智慧。最近詩性智慧和 A/r/t 的概念企圖依據存有論的典範,從詮釋學、美學和藝術的觀點,探討教師課程理論化的新途徑。本文主要探討詩性智慧和 A/r/t 的概念及其內涵,並由此提出存有論的辯證觀,以作教師課程理論化的另一途徑。
在「語言學轉向」、「再現的危機」等思潮影響下,課程研究領域興起了一股自我研究(self-study)的風潮,強調課程研究者用自己的聲音說自己的故事,以生產自己的知識(Pinnegar &…
Continue愛墾網 是文化創意人的窩;自2009年7月以來,一直在挺文化創意人和他們的創作、珍藏。As home to the cultural creative community, iconada.tv supports creators since July, 2009.
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