Social Justice and Educational Measurement

Author: Zachary Stein
Publisher: Routledge
ISBN: 1317366921
Format: PDF, Docs
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Social Justice and Educational Measurement addresses foundational concerns at the interface of standardized testing and social justice in American schools. Following John Rawls’s philosophical methods, Stein builds and justifies an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement can both inhibit and ensure just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing. Through analysis of several historical case studies that exemplify ethical issues related to testing, this book explores and propounds speculative design principles and arguments in favour of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all. These case studies cover the widespread use of IQ-style testing in schools during the early decades of the 20th century; the founding of the Educational Testing Service; and the recent history of test-based accountability associated with No Child Left Behind. Social Justice and Educational Measurement will be essential reading for academics, researchers and postgraduate students in education, testing and assessment, and the philosophy of education. It will also be of interest to policymakers and educational administrators.

Towards a Posthuman Theory of Educational Relationality

Author: Simon Ceder
Publisher: Routledge
ISBN: 1351044176
Format: PDF
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Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged. The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. The analysis is executed through a diffractive reading of intersubjective theories, resulting in five co-concepts: impermanence, uniqueness-as-relationality, proximity, edu-activity, and intelligibility. The analysis provided through educational examples demonstrates the potential of using the proposed theory in everyday practices. Towards a Posthuman Theory of Educational Relationality will be of great interest to researchers and postgraduate students in the fields of philosophy of education, early childhood education, research methodology and curriculum studies.

Bearing with Strangers

Author: Morten T. Korsgaard
Publisher: Routledge
ISBN: 1351233130
Format: PDF, Mobi
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Bearing with Strangers looks at inclusion in education in a new way, regarding education as a discipline with practical and theoretical concepts and criteria which emanate from education and schooling itself. By introducing the notion of the instrumental fallacy, it shows how this is not only an inherent feature of inclusive education policies, but also omnipresent in modern educational policy. It engages schooling through an Arendtian framework, constituted by and in a specific practice with the aim of mediating between generations. It outlines a didactic and pedagogical theory that presents inclusion not as an aim for education, but as a constitutive feature of the activity of schooling. Drawing on the work of Hannah Arendt, the book offers a novel and critical perspective on inclusive education, as well as a contribution to a growing literature re-engaging didactic and pedagogical conceptions of teaching and the role of the teacher. Schooling is understood as a process of opening the world to the young and of opening the world to the renewal that the new generations offer. The activity of schooling offers the possibility of becoming attentive toward what is common while learning to bear with that which is strange and those who are strangers. The book points to valuable metaphors and ideas – referred to in the book as ‘pearls’ – that speak to the heart of what schooling and teaching concerns. Bearing with Strangers will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, inclusive education and educational policy.

Spinoza and Education

Author: Johan Dahlbeck
Publisher: Taylor & Francis
ISBN: 1317394356
Format: PDF, ePub, Mobi
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Spinoza and Education offers a comprehensive investigation into the educational implications of Spinoza’s moral theory. Taking Spinoza’s naturalism as its point of departure, it constructs a considered account of education, taking special care to investigate the educational implications of Spinoza’s psychological egoism. What emerges is a counterintuitive form of education grounded in the egoistic striving of the teacher to persevere and to flourish in existence while still catering to the ethical demands of the students and the greater community. In providing an educational reading of Spinoza’s moral theory, this book sets up a critical dialogue between educational theory and recent studies which highlight the centrality of ethics in Spinoza’s overall philosophy. By placing his work in a contemporary educational context, chapters explore a counterintuitive conception of education as an ethical project, aimed at overcoming the desire to seek short-term satisfaction and troubling the influential concept of the student as consumer. This book also considers how education, from a Spinozistic point of view, may be approached in terms of a kind of cognitive therapy serving to further a more scientifically adequate understanding of the world and aimed at combating prejudices and superstition. Spinoza and Education demonstrates that Spinoza’s moral theory can further an educational ideal, where notions of freedom and self-preservation provide the conceptual core of a coherent philosophy of education. As such, it will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, critical thinking, philosophy, ethics, and Spinoza studies.

Das Kyoto Protokoll

Author: Sebastian Oberthür
Publisher: Springer-Verlag
ISBN: 3663014347
Format: PDF, ePub
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Die internationale Klimapolitik ist an einem Wendepunkt angekommen. Die Annahme des Kyoto-Protokolls ist ein großer Schritt in dem Versuch der Menschheit, die schädlichen Folgen des Klimawandels zu begrenzen. Dieses Buch, geschrieben von zwei deutschen Experten, erklärt die naturwissenschaftlichen, ökonomischen sowie politischen Bedingungen desTreibhauseffekts und erläutert die Hintergründe der Annahme des Kyoto-Protokolls. Das Buch analysiert in seinem Mittelteil den Vertragstext im Stile eines Gesetzeskommentars, nennt die offenen Fragen und gibt mögliche Antworten für die Weiterentwicklung der Normen. In einem dritten Teil werden Schlussfolgerungen gezogen, die politische Landschaft nach Kyoto beleuchtet und eine Leadership-Initiative für die Europäische Union vorgestellt, um die Handlungsmacht gegenüber den USA wieder zu erlangen.

Ethics and Social Justice

Author: Wolf Bloemers
Publisher: Peter Lang Pub Incorporated
ISBN: 9780820460314
Format: PDF, ePub
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The aim of this core module book within the frame of a European Master study programme of 'European Perspectives on Social Inclusion' is to give an overview of the ethical and socio-political facets of social justice against the background of historical c