新西兰作业代写:CE和ME的教育争议

2019-10-31 01:12

因此，关于CE和ME的相对优点以及直接和间接的教学方法的争论似乎反映了博雅教育的哲学传统和演讲传统之间更深层次和更持久的紧张关系。费瑟斯通(1986)指出，哲学传统(我)的强大之处在于它强调在追求真理的过程中理性的自由运用，而它的弱点在于它对所教内容的相对沉默。它在如何教学上很强大，在方法上很强大，但在教学内容或内容上很弱。演讲的传统，反过来，也没有什么困难教什么或教学的内容-传达伟大传统的经典文本。在传统的演讲中，目的是传授真理，而不是帮助学生寻求真理。但这正是它的弱点，因为演讲的传统在内容上很强，但在方法上很弱。它包含了一套教学策略，这些策略在当代教育科学研究的证据上是无效的，尽管这些区别具有相当大的启发价值，但不难看出中间路线。例如，在教育学方面，我们最好的老师将直接方法和间接方法结合起来，并精通舒尔曼(1987)所称的“教学内容知识”，使他们能够将适当的方法映射到特定的内容。正如Kristjansson(2002，第139页)所说，“让我们使用尽可能多的策略来让学生变得聪明和优秀。”品德教育的最佳途径是灵活地平衡哲学。
新西兰作业代写:CE和ME的教育争议
It would seem, then, that debates about the relative merits of CE and ME and direct and indirect methods of instruction reflect much deeper and longerstanding tensions between philosophical and oratorical traditions of liberal education. Featherstone (1986) pointed out that the great strength of the philosophical tradition (ME) is its emphasis on the free exercise of reason in the pursuit of truth, but its weakness is its relative silence on just what is to be taught. It is strong on how to teach, it is strong on method, but weak on what to teach, or content. The oratorical tradition, in turn, has no difficulty with what to teach or the content of instruction—one transmits the classic texts of the great tradition. In the oratorical tradition the goal is to impart the truth not to help students seek it. But herein is its weakness, for the oratorical tradition is strong on content but weak on method. It embraces a set of pedagogical strategies that are ineffective on the evidence of contemporary research in the educational sciences Although these distinctions have considerable heuristic value it is not difficult to see the middle way. For example, with respect to pedagogy our best teachers combine direct and indirect methods and are expert in what Shulman (1987) termed “pedagogical content knowledge” that allow them to map appropriate methods to specific content. As Kristjansson (2002, p. 139) put it, “let us use as many strategies as necessary to make students smart and good.” The best approaches to moral-character education will flexibly balance philosophical .

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