"Do no harm" - A Call for Greater Ethical Regulation of Innovation in Education and Training

CADMO ◽  
2009 ◽  
pp. 123-144
Author(s):  
Tim Oates
Keyword(s):  
Case Studies ◽  
Social Systems ◽  
Education And Training ◽  
Management Of Innovation ◽  
Innovation In Education ◽  
Do No Harm ◽  
Complex Social Systems ◽  
And Training

- The paper examines the curious absence of ethical regulation of trialling and mass innovation in education and training, contrasting the management of innovation in education with management of innovation in the medical arena. The issues are explored through four case studies from the English context. Each case study illustrates a different approach to mass innovation and reveals acute limitations in the design of trials. The paper explores the debate regarding whether trailling is possible in complex social systems but argues that there has been a serious neglect of the rights of learners in respect of innovation. The breakdowns evident in the case studies provide the basis for an argument that there is a need for ethical regulation of trialling, and the paper tentatively presents some prototype criteria for such regulation.

scholarly journals Digital Tools as an Enabler for Educational and Training Processes: The Case Study of REFUGEEClassAssistance4 Teachers Project

Proceedings ◽  
2021 ◽  
Vol 74 (1) ◽  
pp. 14
Author(s):  
Ourania Areta ◽  
Karel Van Isacker
Keyword(s):  
Social Interactions ◽  
Education And Training ◽  
Working Environment ◽  
Digital Tools ◽  
Training Process ◽  
Training Activities ◽  
And Training

Digitalization has transformed all aspects of life, from social interactions to the working environment and education, something that accelerated with the emergence of COVID-19. The same stands for education and training activities, where the use of digital tools has been gradually advancing and become merely online because of the virus. This brought forth the need to discuss further the applications, benefits, and challenges of digital tools within the framework of the education and training process, and the need to study examples of successful applications. This study aims to support both these requirements by presenting the case study of REFUGEEClassAssistance4Teachers project and its outcomes.

Friendship, temperance and the probable: Erasmus, sermo rhetoric, and the early modern English civic state

2017 ◽  
Vol 35 (2) ◽  
pp. 189-227 ◽  
Author(s):  
Lynette Hunter
Keyword(s):  
Early Modern ◽  
Case Studies ◽  
Political Action ◽  
Education And Training ◽  
Early Modern English ◽  
Civic Agency ◽  
Rhetorical Structures ◽  
The Impact ◽  
And Training

The essay explores Erasmus' development of a fourth category of rhetoric, the familiar, in its work as a rhetoric of the absent audience in both personal and sociopolitical contexts, and as a rhetoric resonant with early modern theories of friendship and temperance. The discussion is set against a background of Caxton's printing of the translation of Cicero's De Amicitia, because Erasmus casts friendship as the context for appropriate communication between people from quite different education and training, along with the probable rhetoric that enables appropriate persuasion. The probable rhetorical stance of temperate friendship proposes a foundation for a common weal1 based on a co-extensive sense of selfhood. This focus suggests that the familiar rhetoric set out in Erasmus' De Conscribendis epistolis draws on Cicero's rhetoric of sermo2 at the heart of friendship.3 It explores the effects of the rhetorical stance of probable rhetoric, both for personal and social writing, and for political action, and looks at the impact of sermo rhetoric on ideas of identity and civic politics in an age of burgeoning circulation of books (both script and print). The essay concludes with three post-Erasmian case studies in English rhetoric [Elyot, Wilson, Lever] that use probable rhetoric to document approaches to individual and civic agency and which offer insights into the Western neoliberal state rhetorical structures of today.

Students’ competence development teaching: nature, characteristics and typical signs

2021 ◽  
Vol 66 (1) ◽  
pp. 14-22
Author(s):  
Anh Pham Thi Kim
Keyword(s):  
Twentieth Century ◽  
Central Committee ◽  
Education And Training ◽  
Competence Development ◽  
Traditional Teaching ◽  
Innovation In Education ◽  
Party Central Committee ◽  
And Training

Students’ competence development teaching has been discussed and researched quite a lot since the 90s of the twentieth century, especially after the Resolution No. 29-NQ\T. of the Party Central Committee (2013) about basic and comprehensive innovation in education and training in Vietnam. However, not all general teachers have correctly and explicitly understood competence development teaching. To help teachers understand this issue, the article focuses on clarifying: What is competence development teaching?, What are the characteristics and meanings ?; What is new and different from competence development teaching with traditional teaching; What are the typical signs of competence development teaching?

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