Results for 'saber social educativo School culture'

993 found
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  1.  13
    Investigación y Formación Postgraduada. El problema de la investigación y de su enseñanza.Enrique Pérez Luna - 2001 - Cinta de Moebio 11.
    En el espacio académico se ha legitimado una forma de investigar que ha desarrollado una manera de comunicación. Investigar y enseñar se ha constituido en una relación que hace predominante a una determinada cultura escolar. Una posición contrahegemónica remite al debate creador para que afloren la..
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  2.  49
    Para além de qualquer princípio educativo: a educação escolar como processo de construção do saber // Beyond any educative principle: the school education as a process of construction of knowledge.Rogério Rodrigues - 2013 - Conjectura: Filosofia E Educação 18 (3):89-106.
    O objetivo desse artigo é analisar a hipótese de que a educação escolar se constitui por diversas práticas que se encontram para além de qualquer princípio educativo. O “processo educativo” é uma tentativa de o educador delimitar uma interação com o educando e circunscrever modos específicos de transmissão do saber. No caso desse estudo temos como método a revisão bibliográfica em autores que permitem conceituar aquilo que se pode conceituar como “educação sem fundamentos”. Portanto, em nossa conclusão (...)
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  3.  6
    The Social Background of the Italo-American School Child: A Study of the Southern Italian Family Mores and Their Effect on the School Situation in Italy and AmericaSome Aspects of the Effect of the Dominant American Culture Upon Children of Italian-Born Parents.A. C. F. Beales, Leonard Covello, Francesco Cordasco & Joseph Wilfrid Tait - 1973 - British Journal of Educational Studies 21 (3):354.
  4.  31
    Philosophy and Science in the Social Theory of the Frankfurt School.Halina Walentowicz & Maciej Bańkowski - 2009 - Dialogue and Universalism 19 (3-5):209-225.
    The present essay focuses on the Frankfurt School’s views on relations between philosophy and science. The author specifically concentrates on Horkheimer, the School’s leader, and Habermas, its most prominent contemporary representative. In her reconstruction of the Frankfurt School’s approach to the dependencies between philosophy and science the author—similarly to the Frankfurt theoreticians—abstains from treating it abstractly, instead placing it in its social and historiosophical context. The essay’s leading thesis is that the Frankfurt School sees philosophical (...)
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  5.  18
    Rethinking School Bullying: Dominance, Identity and School Culture.Ronald B. Jacobson - 2012 - Routledge.
    "This book takes a new angle on a much-studied phenomenon, focusing on the role of domination and identity construction, understanding and self-knowledge, moral transformation and the social community, systems of training and hierarchy used ...
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  6. Marx’s Social Critique of Culture.Louis Dupré - 1983 - International Journal for Philosophy of Religion 16 (2):174-175.
     
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  7.  44
    Social Capital and Education: Implications for Student and School Performance.Gregory K. Plagens - 2011 - Education and Culture 27 (1):40-64.
    Scholars seeking to understand why some students and schools perform better than others have suggested that social capital might be part of the explanation. Social capital in today's terms is argued to be an intangible resource that emerges—or fails to emerge—from social relations and social structure. Use of the term in this sense has been traced to John Dewey's writings in 1900 in The Elementary School Record. The idea that outcomes in education are conditioned by (...)
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  8.  10
    Anti-Semitism and Critical Social Theory: The Frankfurt School in American Exile.J. Abromeit - 2013 - Theory, Culture and Society 30 (1):140-151.
    Ziege’s book focuses primarily on the two main empirical studies carried out by Max Horkheimer’s Institute of Social Research during its exile in the United States in the 1940s: a relatively unknown and never-published study of anti-Semitism among American workers and the much better known, five-volume Studies in Prejudice. Ziege poses and successfully answers the question of why the Institute began to focus more on empirical studies and anti-Semitism in the 1940s. Her thorough archival research illuminates as never before (...)
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  9.  29
    Going to School with Friedrich Nietzsche: The Self in Service of Noble Culture.Douglas W. Yacek - 2014 - Studies in Philosophy and Education 33 (4):391-411.
    To understand Nietzsche’s pedagogy of self-overcoming and to determine its true import for contemporary education, it is necessary to understand Nietzsche’s view of the self that is to be overcome. Nevertheless, previous interpretations of self-overcoming in the journals of the philosophy of education have lacked serious engagement with the Nietzschean self. I devote the first part of this paper to redressing this neglect and arguing for a view of the Nietzschean self as an assemblage of ontologically basic affects which have (...)
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  10.  13
    Disadvantaged Identities: Conflict and Education From Disability, Culture and Social Class.Ignacio Calderón-Almendros & Cristóbal Ruiz-Román - 2016 - Educational Philosophy and Theory 48 (9).
    This project reflects on the way in which students in a situation of social risk construct their identity. Based on the reflections and theories originating from research conducted on individuals and collective groups in a situation of social exclusion due to disability, social class or ethnicity, this paper will analyse the conflicts these students have to deal with when constructing their identity. It also examines the challenge that education has to face to turn those conflicts into opportunities (...)
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  11.  11
    The Social Philosophy of the Frankfurt School and Contemporary Philosophical Revisionism.S. M. Morozov & Z. Iavurek - 1985 - Russian Studies in Philosophy 24 (3):22-74.
    Considering the genesis of "critical theory" as an ideological current, we discover its deeper roots in the sociopolitical orientations of German social democracy between the two world wars. We have in mind: a) the negation of the Leninist analysis of imperialism and the Leninist theory of socialist revolution; b) the loss of faith in the revolutionary possibilities of the working class ; c) the fetishism of the economic factor , the isolation of economics from politics, culture and ideology; (...)
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  12.  2
    The Structure of the Teacher Machiavellianism Model in Social Interactions in a School Environment.Karol Orłowski & Augustyn Bańka - 2012 - Polish Psychological Bulletin 43 (4):215-222.
    The aim of this article is to present study results concerning the structure of teacher Machiavellianism. Machiavellianism was researched extensively throughout the last 40 years as a personality feature comprising traits related to leadership manipulation tactics. Psychology describes Machiavellianism as a part of the universal model called “the dark triad of personality” alongside with subclinical narcissism, subclinical psychopathy and low empathy. The teacher Machiavellianism model presented in this article, as opposed to the universal models, strongly accentuates the context-specific variables related (...)
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  13. Diversity High: Class, Color, Culture, and Character in a South African High School.Saloshna Vandeyar & Jonathan Jansen - 2008 - Upa.
    I>Diversity High offers special insight into school change and social transition in racially divided communities.
     
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  14.  23
    School Culture at Risk of Political and Methodological Expropriation.Ondrej Kaščák, Branislav Pupala, Ivan Lukšík & Miroslava Lemešová - 2012 - Human Affairs 22 (4):524-538.
    The aim of this article is to problematize the concept of school culture both as a concept and as a subject of investigation. It deals with the historical roots of this concept and the fact that it is shrinking—a consequence of the managerial imperatives of effectiveness and accountability in education. School culture, in relation to the quality of schools and the quality of education, has become the subject of audits, arrived at through a developed network of (...)
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  15.  18
    Reconstructing the Social Constructionist View of Emotions: From Language to Culture, Including Nonhuman Culture.Martin Aranguren - 2016 - Journal for the Theory of Social Behaviour 46 (4).
    The thesis of social constructionism is that emotions are shaped by culture and society. I build on this insight to show that existing social constructionist views of emotions, while providing valid research methods, overly restrict the scope of the social constructionist agenda. The restriction is due to the ontological assumption that social construction is indissociable from language. In the first part, I describe the details of the influential social constructionist views of Averill and Harré. (...)
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  16.  47
    A Comparison of American and Nepalese Children's Concepts of Freedom of Choice and Social Constraint.Nadia Chernyak, Tamar Kushnir, Katherine M. Sullivan & Qi Wang - 2013 - Cognitive Science 37 (7):1343-1355.
    Recent work has shown that preschool-aged children and adults understand freedom of choice regardless of culture, but that adults across cultures differ in perceiving social obligations as constraints on action. To investigate the development of these cultural differences and universalities, we interviewed school-aged children (4–11) in Nepal and the United States regarding beliefs about people's freedom of choice and constraint to follow preferences, perform impossible acts, and break social obligations. Children across cultures and ages universally endorsed (...)
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  17. Culture and Gender Representation in Iranian School Textbooks.Ali Salami & Amir Ghajarieh - 2016 - Sexuality and Culture 20 (1):69-84.
    This study examines the representations of male and female social actors in selected Iranian EFL (English as a Foreign Language) textbooks. It is grounded in Critical Discourse Analysis and uses van Leeuwen’s Social Actor Network Model to analyze social actor representations in the gendered discourses of compulsory heterosexuality. Findings from the analysis show that the representations endorse the discourse of compulsory heterosexuality which is an institutionalized form of social practice in Iran. Three male and three female (...)
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  18. What Can Philosophers Offer Social Scientists?; or The Frankfurt School and its Relevance to Social Science: From the History of Philosophical Sociology to an Examination of Issues in the Current EU.Mason Richey - 2008 - International Journal of Interdisciplinary Social Sciences 3 (6):63-72.
    This paper presents the history of the Frankfurt School’s inclusion of normative concerns in social science research programs during the period 1930-1955. After examining the relevant methodology, I present a model of how such a program could look today. I argue that such an approach is both valuable to contemporary social science programs and overlooked by current philosophers and social scientists.
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  19.  18
    Reconstructing the Social Constructionist View of Emotions: From Language to Culture, Including Nonhuman Culture.Martin Aranguren - 2017 - Journal for the Theory of Social Behaviour 47 (2):244-260.
    The thesis of social constructionism is that emotions are shaped by culture and society. I build on this insight to show that existing social constructionist views of emotions, while providing valid research methods, overly restrict the scope of the social constructionist agenda. The restriction is due to the ontological assumption that social construction is indissociable from language. In the first part, I describe the details of the influential social constructionist views of Averill and Harré. (...)
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  20.  45
    Frankfurt School: Institute for Social Research.Dustin Garlitz & Hans-Herbert Kögler - 2015 - In James D. Wright (ed.), International Encyclopedia of the Social and Behavioral Sciences (Second Edition). Elsevier.
    The Institute for Social Research, or Frankfurt School, is an interdisciplinary research center associated with the University of Frankfurt in Germany and responsible for the founding and various trajectories of Critical Theory in the contemporary humanities and social sciences. Three generations of critical theorists have emerged from the Institute. The first generation was most prominently represented in the twentieth century by Max Horkheimer, Herbert Marcuse, Theodor W. Adorno, Walter Benjamin, Leo Löwenthal, and also for some time Erich (...)
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  21.  16
    International Summer School of Société Européenne de Culture “European Citizenship and Politics of Culture”, Venice 2008.Katarzyna Kasia - 2009 - Dialogue and Universalism 19 (3-5):305-306.
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  22.  5
    The Schenley Experiment: A Social History of Pittsburgh's First Public High School by Jake Oresick.Laura Gabrion - 2018 - Education and Culture 34 (1):87-89.
    In November 1916, John Dewey’s address to the National Education Association, entitled “Nationalizing Education,” appeared in the Journal of Education. Dewey’s fervent plea called upon educators to support American public education and one of its primary goals, that “every pupil recognizes all of the factors which have gone into our [national] being.”1 He cautioned against the alternative, stating: “In short, unless our education is nationalized in a way that recognizes the peculiarity of our nationalism in its internationalism, we shall breed (...)
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  23. Hume’s Two Causalities and Social Policy: Moon Rocks, Transfactuality, and the UK’s Policy on School Absenteeism.Leigh Price - 2014 - Journal of Critical Realism 13 (4):385-398.
    Hume maintained that, philosophically speaking, there is no difference between exiting a room out of the first-floor window and using the door. Nevertheless, Hume’s reason and common sense prevailed over his scepticism and he advocated that we should always use the door. However, we are currently living in a world that is more seriously committed to the Humean philosophy of empiricism than he was himself and thus the potential to act inappropriately is an ever-present potential. In this paper, I explore (...)
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  24.  28
    “My Country’s Future”: A Culture-Centered Interrogation of Corporate Social Responsibility in India. [REVIEW]Rahul Mitra - 2012 - Journal of Business Ethics 106 (2):131-147.
    Companies operating and located in emerging economy nations routinely couch their corporate social responsibility (CSR) work in nation-building terms. In this article, I focus on the Indian context and critically examine mainstream CSR discourse from the perspective of the culture-centered approach (CCA). Accordingly, five main themes of CSR stand out: nation-building facade, underlying neoliberal logics, CSR as voluntary, CSR as synergetic, and a clear urban bias. Next, I outline a CCA-inspired CSR framework that allows corporate responsibility to be (...)
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  25.  22
    School Choice, Equity and Social Justice: The Case for More Control.Anne West - 2006 - British Journal of Educational Studies 54 (1):15-33.
    This paper focuses on school choice and the extent to which admissions to publicly-funded secondary schools in England address issues of equity and social justice. It argues that schools with responsibility for their own admissions are more likely than others to act in their own self interest by 'selecting in' or 'creaming' particular pupils and 'selecting out' others. Given this, it is argued that individual schools should not be responsible for admissions. Instead, admissions should be the responsibility of (...)
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  26.  11
    Social Psychology, Consumer Culture and Neoliberalism: A Response to Phelps and White.Matthew McDonald, Brendan Gough & Stephen Wearing - 2019 - Journal for the Theory of Social Behaviour 49 (3):394-400.
    Journal for the Theory of Social Behaviour, EarlyView.
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  27. Postmodern Conceptualizations of Culture in Social Constructionism and Cultural Studies.Marco Gemignani & Ezequiel Peña - 2007 - Journal of Theoretical and Philosophical Psychology 27 (2-1):276-300.
    The theorization of culture in psychology continues to gain momentum in spite of little agreement concerning the most suitable theoretical frameworks for examining cultural phenomena. We explore two contemporary approaches to culture--social constructionism and cultural studies--and examine their relevance for psychology. In juxtapositioning them we map their continuities and discontinuities in terms of ontological and epistemological stances on language, representation, knowledge, identity, history, ideology, social action and emancipation. We propose a bridge between the two, and discuss (...)
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  28.  19
    Modernidade, Cultura e Religião na Ordem Política e Social do Japão (Modernity, Culture and Religion in the Political and Social Order of Japan) - DOI: 10.5752/P.2175-5841.2011v9n23p799. [REVIEW]Domingos Salgado de Sousa - 2011 - Horizonte 9 (23):799-820.
    Dificilmente se encontrará um outro país que foi tão influenciado por outras culturas e civilizações como o Japão. De fato, os grandes pontos de viragem da sua história foram marcados pelo encontro com outras civilizações e culturas. Porém, as grandes mudanças que se operaram como resultado de influências exteriores nunca conseguiram pôr em questão as premissas básicas da cultura japonesa. Prevaleceu sempre um sistema de valores que carece de uma clara orientação transcendental e universalista. Enquanto no mundo ocidental a dimensão (...)
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  29.  13
    School Education as Social and Economic Governance: Responsibilising Communities Through Industry-School Engagement.Cushla Kapitzke & H. A. Y. Stephen - 2011 - Educational Philosophy and Theory 43 (10):1103-1118.
    This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education-2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state-wide industry-school partnerships with key global players in the (...)
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  30.  9
    Social Theory in Popular Culture.Lee Barron - 2012 - Palgrave-Macmillan.
    Social theory can sometimes seem as though it's speaking of a world that existed long ago, so why should we continue to study and discuss the theories of these dead white men? Can their work still inform us about the way we live today? Are they still relevant to our consumer-focused, celebrity-crazy, tattoo-friendly world? This book explains how the ideas of classical sociological theory can be understood, and applied to, everyday activities like listening to hip-hop, reading fashion magazines or (...)
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  31. Roots Reloaded. Culture, Identity and Social Development in the Digital Age.Ayman Kole & Martin A. M. Gansinger (eds.) - 2016 - Anchor.
    This edited volume is designed to explore different perspectives of culture, identity and social development using the impact of the digital age as a common thread, aiming at interdisciplinary audiences. Cases of communities and individuals using new technology as a tool to preserve and explore their cultural heritage alongside new media as a source for social orientation ranging from language acquisition to health-related issues will be covered. Therefore, aspects such as Art and Cultural Studies, Media and Communication, (...)
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  32. Elite Girls' Schooling, Social Class and Sexualised Popular Culture.Claire Charles - 2013 - Routledge.
    Young women’s identities are an issue of public and academic interest across a number of western nations at the present time. This book explores how young women attending an elite school for girls understand and construct ‘empowerment’. It investigates the extent to which, and the ways in which, their constructions of empowerment and identity work to overturn, or resist, key regulations and normative expectations for girls in post-feminist, hyper-sexualised cultural contexts. The book provides a succinct overview of feminist theorisations (...)
     
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  33.  12
    The Revival of Pragmatism: New Essays on Social Thought, Law, and Culture.Morris Dickstein (ed.) - 1998 - Duke University Press.
    This volume of new essays brings together leading philosophers, historians, legal scholars, social thinkers, and literary critics to examine the far-reaching ...
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  34. Social Capital, Social Inclusion and Changing School Contexts: A Scottish Perspective.James McGonigal, Robert Doherty, Julie Allan, Sarah Mills, Ralph Catts, Morag Redford, Andy McDonald, Jane Mott & Christine Buckley - 2007 - British Journal of Educational Studies 55 (1):77-94.
    This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers-Putnam, Bourdieu and Coleman-and explores how these might help to understand the changing contexts and pursue opportunities for growth.
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  35.  16
    Social Psychology, Consumer Culture and Neoliberal Political Economy.Matthew McDonald, Brendan Gough, Stephen Wearing & Adrian Deville - 2017 - Journal for the Theory of Social Behaviour 47 (3):363-379.
    Consumer culture and neoliberal political economy are often viewed by social psychologists as topics reserved for anthropologists, economists, political scientists and sociologists. This paper takes an alternative view arguing that social psychology needs to better understand these two intertwined institutions as they can both challenge and provide a number of important insights into social psychological theories of self-identity and their related concepts. These include personality traits, self-esteem, social comparisons, self-enhancement, impression management, self-regulation and social (...)
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  36.  5
    Logical Culture as a Common Ground for the Lvov-Warsaw School and the Informal Logic Initiative.Ralph H. Johnson & Marcin Koszowy - 2018 - Studies in Logic, Grammar and Rhetoric 55 (1):187-229.
    In this paper, we will explore two initiatives that focus on the importance of employing logical theories in educating people how to think and reason properly, one in Poland: The Lvov-Warsaw School; the other in North America: The Informal Logic Initiative. These two movements differ in the logical means and skills that they focus on. However, we believe that they share a common purpose: to educate students in logic and reasoning so that they may be able to apply their (...)
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  37. Critical Social Theory Culture, History, and the Challenge of Difference.Craig J. Calhoun - 2003
  38.  16
    A Feminist Catholic Response to the Social Sin of Rape Culture.Megan K. McCabe - 2018 - Journal of Religious Ethics 46 (4):635-657.
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  39.  29
    Culture‐Inclusive Theories of Self and Social Interaction: The Approach of Multiple Philosophical Paradigms.Kwang-Kuo Hwang - 2015 - Journal for the Theory of Social Behaviour 45 (1):40-63.
    In view of the fact that culture-inclusive psychology has been eluded or relatively ignored by mainstream psychology, the movement of indigenous psychology is destined to develop a new model of man that incorporates both causal psychology and intentional psychology as suggested by Vygotsky . Following the principle of cultural psychology: “one mind, many mentalities” , the Mandala Model of Self and Face and Favor Model were constructed to represent the universal mechanisms of self and social interaction that can (...)
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  40.  22
    How I Am Constructing Culture‐Inclusive Theories of Social‐Psychological Process in Our Age of Globalization.Michael Harris Bond - 2015 - Journal for the Theory of Social Behaviour 45 (1):26-39.
    Accepting Cole's the premise that, “cultural-inclusive psychology has been … an elusive goal” but one worth striving to attain, I first set out to identify my domain of interest and competence as an intellectual. Deciding it to be social interaction between individuals, I then searched out theoretical approaches to this domain that encompassed as many approaches to this trans-historical concern that have emerged from cultural traditions bequeathing us their legacies. Doing this search comprehensively required me to move outside my (...)
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  41.  23
    Au fondement des savoirs professionnels en enseignement.Stéphane Martineau & Liliane Portelance - 2012 - Revue Phronesis 1 (4):1-3.
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  42. Kulturrevolution in Deutschland: Philosophische Interpretationen der Geistigen Situation Unserer Zeit.Günter Rohrmoser - 2008 - Resch-Verlag.
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  43. Character Compass: How Powerful School Culture Can Point Students Toward Success.Scott Seider & Howard Gardner - 2012 - Harvard Education Press.
    In _Character Compass_, Scott Seider offers portraits of three high-performing urban schools in Boston, Massachusetts that have made character development central to their mission of supporting student success, yet define character in three very different ways. One school focuses on students’ moral character development, another emphasizes civic character development, and the third prioritizes performance character development. Drawing on surveys, interviews, field notes, and student achievement data, _Character Compass _highlights the unique effects of these distinct approaches to character development as (...)
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  44.  40
    Engineering Education in Europe and the U.S.A., 1750–1930: The Rise to Dominance of School Culture and the Engineering Professions. [REVIEW]Peter Lundgreen - 1990 - Annals of Science 47 (1):33-75.
    Summary The rise to dominance of school culture in engineering education took place much later in England and the U.S.A. than in France or Germany. Why? This comparative essay argues that explanations are to be sought within the context of bureaucracy rather than in that of industrialization. The academic training of state engineers set a powerful role model in Continental Europe but was absent in Anglo-America. Consequently, the academic training of engineers for the private sector of the economy (...)
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  45.  47
    The Planning, Implementation and Evaluation of a Character‐Based School Culture Project in Taiwan.Chi‐Ming Lee - 2009 - Journal of Moral Education 38 (2):165-184.
    This study focused on the planning, implementation and evaluation of a character-based school culture project in Taiwan. The project integrated the principles of justice, caring and developmental discipline and was influenced by several well-known American models of character education programmes. The CBSC project was conducted in a Taiwanese elementary school from August 2005 to July 2007. The methods included symposia, workshops, meetings, interviews, surveys, observations and experimentation. The findings were: the planning, implementation and evaluation of the CBSC (...)
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  46.  30
    Principals in Schools with a Positive School Culture.Nadine Engels, Gwendoline Hotton, Geert Devos, Dave Bouckenooghe & Antonia Aelterman - 2008 - Educational Studies 34 (3):159-174.
    This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi?structured interviews with the principals. Functioning, well?being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in (...)
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  47.  48
    Taking School Contexts More Seriously: The Social Justice Challenge.Martin Thrupp & Ruth Lupton - 2006 - British Journal of Educational Studies 54 (3):308-328.
    Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing concern to recognise and understand context in school effectiveness and school improvement research but such (...)
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  48. Navigating Shark-Infested Waters: Corporate Social Responsibility and Culture at Hong Kong Disneyland.Albert J. Chan - 2011 - Journal of Business Ethics Education 8 (1):291-304.
    Conservationists criticized the Walt Disney Company after word leaked out that shark fin soup would be served at Hong Kong Disneyland. Disney understood shark fin soup as a traditional item featured in Chinese wedding banquets and in sealing business deals. Eliminating the delicacy from the menu might undermine local customs and engender loss of “face”. Environmentalists argued that securing the shark fin involved a barbaric practice destroying the shark ecosystem, and that the soup represented an emerging status symbol rather than (...)
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  49.  32
    A. N. Whitehead and Social Theory: Tracing a Culture of Thought.Michael Halewood - 2011 - Anthem Press.
    A culture of thought : the bifurcation of nature -- Introducing Whitehead's philosophy: the lure of Whitehead -- "A thorough-going realism": Whitehead on cause and conformation -- The value of existence -- Societies, the social, and subjectivity -- Language and the body: from signification to symbolism -- This nature which is not one -- Capitalism, process, and abstraction.
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  50.  18
    African Youths and the Dangers of Social Networking: A Culture-Centered Approach to Using Social Media.Philip Effiom Ephraim - 2013 - Ethics and Information Technology 15 (4):275-284.
    With rising numbers of Facebook, Twitter and MXit users, Africa is increasingly gaining prominence in the sphere of social networking. Social media is increasingly becoming main stream; serving as important tools for facilitating interpersonal communication, business and educational activities. Qualitative analyses of relevant secondary data show that children and youths aged between 13 and 30 constitute Africa’s heaviest users of social media. Media reports have revealed cases of abuse on social media by youths. Social networks (...)
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