Responding 30 Years Later

2014 ◽  
Vol 30 (1) ◽  
pp. 8-8 ◽  
Author(s):  
Ian Robottom
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Doctoral Degree ◽  
Development Project ◽  
Theory And Practice ◽  
New Wave ◽  
Nature Study ◽  
Relationship Of ◽  
Professional Contexts ◽  
The Relationship

This article was written very early in my career. I was part way through my doctoral degree study on environmental education (EE) theory and practice, and had just completed an evaluation of a national EE curriculum development project. In both of these projects, I found that despite the presence of an emerging discourse about what a distinctive EE is or ought to be, classroom practice represented as EE was essentially either informational or nature study in character — somewhat different from the ‘education for the environment’ being advanced by researchers and curriculum developers internationally at the time. It seemed to me that this situation was less one of teachers’ failure to implement government policy than one of EE curriculum developers failing to recognise teachers’ existing, robust personal constructions of EE (of the environment, education, teaching and learning . . .). An entailment of this position is that EE research has the opportunity and responsibility of exploring the relationship of teachers’ theories and practices and the professional contexts within which these are intelligible. Consequently, a new wave emerged of participatory research involving teachers-as-researchers directly investigating the meaning and significance of their professional work. Some of this work is represented in the following publications.

scholarly journals Edusemiotics as process semiotics: Towards a new model of semiosis for teaching and learning

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 45-57 ◽  
Author(s):  
Andrew Stables
Keyword(s):  
Teaching And Learning ◽  
New Model ◽  
Relationship Of ◽  
The Relationship

AbstractStandard definitions posit the sign as a discrete entity in relation with other signs and standing for an object (either physical or psychological). Thus the sign has two roles, as prompt and as substitutive representation. The latter raises difficult questions about the relationship of the semiotic to the non-semiotic or pre-semiotic, which can be resolved logically (as in Peirce) or rejected as unanswerable (as in Saussure), but which can never be satisfactorily resolved empirically as the phenomenal cannot be divorced from the semiotic. This impasse can be resolved if we drop the assumption that the sign is essentially substitutive. The assumption of discrete entities, at either the phenomenal or the noumenal levels, is a function of discredited substance metaphysics. On a process metaphysical account, the reality of the sign is not attached to the discreteness of any pre-existing entity. The sign remains as prompt and as relational but not (other than sometimes with respect to other signs) substitutive. Rather than defined as standing for an object, the sign can now be regarded much more simply as a feature of an event. This conception of the sign is explored in terms of its implications for teaching and learning.

scholarly journals METODE CONTEXTUAL TEACHING AND LEARNING (CTL) PADA PEMBELAJARAN BE GOING TO VS WILL DI SMK NEGERI 2 MANADO

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Agnes B. B. Mamiasa ◽  
Maya Pinkan Warouw ◽  
Jenny Hilda Pakasi
Keyword(s):  
Teaching And Learning ◽  
Short Form ◽  
Future Tense ◽  
Stop Smoking ◽  
Contextual Understanding ◽  
Contextual Teaching ◽  
To Come ◽  
Relationship Of ◽  
The Relationship ◽  
Time Form

Contextual Teaching and Learning Approach (CTL) is one form of approach that can be said to be capable and very suitable to be a model of appropriate learning when applying the form of material in the classroom. Learning the form of CTL is closely related to the context, atmosphere or circumstances that can be interpreted also as learning related to a particular atmosphere. Talking about the atmosphere has to do with the use of the time form also known as tense. A little interesting about the Simple Future Tense that is raised to the core of learning because of this Tense became one of the important parts in the use of Grammar on learning English where we can express or declare actions in the future. This form uses the word 'will' and 'shall' (short form:’ll) plus infinitive. Besides using the form of 'going to' to be able to declare the time to come and the intention of the speaker to do something, for example I'm going to stop smoking '. CTL's role can make learning more effective and even create a fun and non-boring atmosphere, providing experiences that are closely related to the real world of learners and using a variety of learning resources; and therefore the method on CTL can provide understanding, development of science, the develop of knowledge and contextual understanding of learners about the relationship of subjects with what found learners in everyday life.Keywords : CTL, BE GOING TO vs WILL

Reflection, theory and practice

2008 ◽  
Vol 25 (3) ◽  
pp. 223-232 ◽  
Author(s):  
Keith Swanwick
Keyword(s):  
British Journal ◽  
Music Education ◽  
Reflective Practice ◽  
Theory And Practice ◽  
The Arts ◽  
Reflection Theory ◽  
The Uk ◽  
Relationship Of ◽  
The Relationship

A brief review of the state of music education in the UK at the time of the creation of the British Journal of Music Education (BJME) leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out the inevitability of theorising, an activity which is considered to be essential for reflective practice. The relationship of theory and data is examined, in particular differentiating between the sciences and the arts. A ‘case study’ of theorising is presented and examined in some detail and possible strands of future development are identified.

Theories of Play and Their Relation to School Social Counseling

2021 ◽  
pp. 663-680
Author(s):  
Zeinab Arees ◽  
Osama Mohamed ◽  
Mirna Dalala
Keyword(s):  
Primary Schools ◽  
Theory And Practice ◽  
Social Dimensions ◽  
Social Counseling ◽  
Relationship Of ◽  
The Relationship ◽  
Research Studies

This research studies how play theories contribute to social counseling in schools through using methods and strategies of play according to those theories in school social counseling, and this study aims to identify the relationship between play theories and school social counseling, identify the concept of play, its importance, characteristics, and social dimensions, learning about play theories, and the use of play in school social counseling. The important finding of research is that the relationship of play theories with school social counseling appears between theory and practice applying play theories for school social counseling. The recommendations that the authors provide in this research for school social counseling are the necessity of activating the role of playing in school social counseling, increase the use of play counseling as an effective method, and increase the number of social counselors in primary schools to improve their performance in counseling.

Two Perspectives: On Self, Relationships, and Morality

1983 ◽  
Vol 53 (2) ◽  
pp. 125-145 ◽  
Author(s):  
Nona Plessner Lyons
Keyword(s):  
Moral Judgment ◽  
Psychological Theory ◽  
Theory And Practice ◽  
Self In Relation ◽  
Coding Schemes ◽  
Moral Decisions ◽  
Adolescents And Adults ◽  
Justice And Care ◽  
Relationship Of ◽  
The Relationship

Nona Plessner Lyons offers interview data from female and male children, adolescents,and adults in support of the assertions of Carol Gilligan (HER, 1977) that there are two distinct modes of describing the self in relation to others—separate/objective and connected—as well as two kinds of considerations used by individuals in making moral decisions—justice and care. She then describes a methodology, developed from the data, for systematically and reliably identifying these modes of self-definition and moral judgment through the use of two coding schemes. Finally, an empirical study testing Gilligan's hypotheses of the relationship of gender to self-definition and moral judgment is presented with implications of this work for psychological theory and practice.

Theories of Play and Their Relation to School Social Counseling

2020 ◽  
Vol 11 (3) ◽  
pp. 46-61
Author(s):  
Zeinab Arees ◽  
Osama Mohamed ◽  
Mirna Dalala
Keyword(s):  
Primary Schools ◽  
Theory And Practice ◽  
Social Dimensions ◽  
Social Counseling ◽  
Relationship Of ◽  
The Relationship ◽  
Research Studies

This research studies how play theories contribute to social counseling in schools through using methods and strategies of play according to those theories in school social counseling, and this study aims to identify the relationship between play theories and school social counseling, identify the concept of play, its importance, characteristics, and social dimensions, learning about play theories, and the use of play in school social counseling. The important finding of research is that the relationship of play theories with school social counseling appears between theory and practice applying play theories for school social counseling. The recommendations that the authors provide in this research for school social counseling are the necessity of activating the role of playing in school social counseling, increase the use of play counseling as an effective method, and increase the number of social counselors in primary schools to improve their performance in counseling.

scholarly journals Seeking Pedagogical Places

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Andrew Foran ◽  
Margaret Olson
Keyword(s):  
Elementary Teacher ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Learning Experience ◽  
Social World ◽  
Educational Discourse ◽  
The Right ◽  
Relationship Of ◽  
The Relationship ◽  
Opening Up

In this paper, we explore the meaning of pedagogical place by focusing on significant relations between teachers, students, and the various places in which they appear to find pedagogical thoughtfulness. By opening up educational discourse to consider pedagogy beyond established notions of classroom practice, we invite readers to step outside perceived limits of classroom instruction. How might we know a pedagogical moment when we encounter one? When does a place become pedagogical? Formerly an outdoor educator of youth and an elementary teacher, now university teacher educators, we explore what it means to be in the right place, pedagogically. Some observations on pedagogical place that emerged after reflecting on the lived experiences of various teachers include: different places are appropriate for engaging in different kinds of pedagogical activities with students; activities can be experienced as in place or out-of-place; dwelling pedagogically is being absorbed, being able to dwell authentically in a learning experience without interruption or distraction; nature involves such areas as the natural ability and interests of the child, the relationship of the natural physical and social world, and the nature of learning.

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