The Past and Future Hero: the Henty Boy in the Twenty-First Century?

The purpose of this paper is to address the question ‘Can the Henty hero be transferred into the twenty-first century?’ In order to investigate the question I will begin with a brief introduction to G. A. Henty and his work before examining the construct of the Henty hero. The results of this examination provide an answer to the immediate question, whilst foregrounding other significant areas for enquiry

An Inquiry for Future Direction of Education in South Korea through Critical Pedagogy and Bricolage

Korean society is currently under the 2017 system. It pursues a society that values democracy, human rights and peace. To that end, the goal is ‘JeokPaeCheongSan’ (rooting out bad practices of the past or liquidating great accumulation of corruption) that Korean society has due to historical reasons. Education is also moving along with these social and political changes. Indeed, education has already been rooted in alternative education for a decade, and it is trying to change the major paradigm. On the other hand, the discussion of the theoretical discourse that can support this paradigm shift is very passive. However, discussions of this discourse can play an important role in eliminating the confusion that may arise due to change, as they can prove the validity of the change and its sustainability. In this article, I suggest critical pedagogy as a theoretical discourse for South Korea’s educational paradigm shift. Critical pedagogy, which seeks a conscious emancipation, offers educational directions for the elimination of corruption. In addition, I am offering the notion of bricolage as a praxis to overcome theoretical limitations and provide a more practical direction. In the article, I discuss the suitability of this inquiry not only to ‘JeokPaeCheongSan’ but also to the development of diverse capabilities, including but not limited to creativity and cooperation, which can also support future changes in society

On metaphors in thinking about preparing mathematics for teaching

This paper explores how different schools of thought in mathematics education think and speak about preparing mathematics for teaching by introducing and proposing certain metaphors. Among the metaphors under consideration here are the unpacking metaphor, which finds its origin in the Anglo-American school of thought of pedagogical reduction of mathematics; the elementarization metaphor, which has its origin in the German school of thought of didactic reconstruction of mathematics; and the recontextualization metaphor, which originates in the French school of thought of didactic transposition. The metaphorical language used in these schools of thought is based on different theoretical positions, orientations, and images of preparing mathematics for teaching. Although these metaphors are powerful and allow for different ways of thinking and speaking about preparing mathematics for teaching, they suggest that preparing mathematics for teaching is largely a one-sided process in the sense of an adaptation of the knowledge in question. To promote a more holistic understanding, an alternative metaphor is offered: preparing mathematics for teaching as ecological engineering. By using the ecological engineering metaphor, the preparation of mathematics for teaching is presented as a two-sided process that involves both the adaptation of knowledge and the modification of its environment

On metaphors in thinking about preparing mathematics for teaching

Open Access funding enabled and organized by CAUL and its Member InstitutionsThis paper explores how different schools of thought in mathematics education think and speak about preparing mathematics for teaching by introducing and proposing certain metaphors. Among the metaphors under consideration here are the unpacking metaphor, which finds its origin in the Anglo-American school of thought of pedagogical reduction of mathematics; the elementarization metaphor, which has its origin in the German school of thought of didactic reconstruction of mathematics; and the recontextualization metaphor, which originates in the French school of thought of didactic transposition. The metaphorical language used in these schools of thought is based on different theoretical positions, orientations, and images of preparing mathematics for teaching. Although these metaphors are powerful and allow for different ways of thinking and speaking about preparing mathematics for teaching, they suggest that preparing mathematics for teaching is largely a one-sided process in the sense of an adaptation of the knowledge in question. To promote a more holistic understanding, an alternative metaphor is offered: preparing mathematics for teaching as ecological engineering. By using the ecological engineering metaphor, the preparation of mathematics for teaching is presented as a two-sided process that involves both the adaptation of knowledge and the modification of its environment.CAU

Autism, the Integrations of 'Difference' and the Origins of Modern Human Behaviour

It is proposed here that the archaeological evidence for the emergence of 'modern behaviour' (160,000-40,000 bp) can best be explained as the rise of cognitive variation within populations through social mechanisms for integrating 'different minds', rather than by the development of a single 'modern human mind'. Autism and the autistic spectrum within human populations are used as an example of 'different minds' which when integrated within society can confer various selective benefits. It is proposed that social mechanisms for incorporating autistic difference are visible in the archaeological record and that these develop sporadically from 160,000 years bp in association with evidence for their consequences in terms of technological innovations, improved efficiency in technological and natural spheres and innovative thinking. Whilst other explanations for the emergence Of modern human behaviour may also contribute to observed changes, it is argued that the incorporation of cognitive differences played a significant role in the technological, social and symbolic expression of 'modern' behaviour

Competencies Acquired in the Psychology Major

The psychology undergraduate degree is not linked to any specific occupation in the same sense as other degrees, such as accounting or education. The lack of a clear connection between the psychology degree and distinct employment opportunities can make it difficult for stakeholders, such as prospective students, their parents, and even faculty, to develop a clear understanding of which careers psychology students are prepared for after graduation. Until these stakeholders are given a framework to conceptualize the degree\u27s benefits better, the psychology department may fail to optimize its recruitment of valuable young minds into its ranks; furthermore, prospective students may fail to consider the bright future that comes from graduating with the degree. By determining which competencies or clusters of knowledge, skills, abilities, and other characteristics (KSAOs) that are acquired while completing the psychology degree, this study attempts to reduce the ambiguity surrounding the skills value of the degree. This study surveyed psychology students and faculty to gauge the perceived usefulness of individual competencies during the completion of the undergraduate psychology degree. While our findings indicate that many competencies are useful in completing the undergraduate psychology degree, about a dozen appear to be useful and essential. Due to specific competencies being useful or essential to the completion of the degree, it would stand that those competencies are also the most likely to be acquired or improved upon while working toward graduation. Our findings\u27 implications and potential uses are likely beneficial to higher education institutions, students, and employers

Military Education Reconsidered: A Postmodern Update

It is commonly accepted that the nature of military operations is one of such character that no matter how well you prepare there will still be an expectation of having to deal with the unknown and unforeseen. Accordingly, there seem to be reasons for arguing that preparations for the unpredictable should play a critical role in military education. Yet, military education as we know it seems to be characterized by a rather classic modernist view on education, which promotes an environment of learning that embraces uniformity and enhances scenario based pre-planned drills as ways of conducting military operations. In this paper I will argue an alternative perspective, one that embraces difference rather than uniformity as a means of developing military units and their soldiers. In doing so I will ground my argument in the academic discourse on postmodern education. It is my understanding that educational practices prone to postmodern thinking are embedded in narratives sensitive to constructivism, complexity and contextualism, and thus use emancipation, deconstruction, vocabulary, dialogue, diversity and aesthetics as pedagogical strategies in their creation of ‘new’ meaning. A discussion of these strategies in relation to the topic of ‘the unpredictable’ constitutes the main body of this paper

Separate but Equal? A Postmodern Analysis of Educational Structures for Individuals with Disabilities

Although curriculum theorists have sought to examine the subjective practices imposed within the context of schooling in terms of class, gender, and race, the impact of disability as a social category has been absent from the field. In this work, postmodern analysis is applied to the concept of disability in field of education; first, in terms of the nature and effects of the practices educators employ to define normality, and secondly, in the constitution of the students who deviate from the norm as subjects. The techniques and procedures of investigation, surveillance, exclusion, treatment, confinement, and medicalization developed and engaged in the professional educational arena when applied to the structures of education reveal the need to recognize and reconcile the impact of the contradiction between the democratic ideals and bureaucratic practices of citizenship. Thus, this examination of the knowledge tradition which led educators and practitioners to believe in the legitimacy of their discourses thereby deconstructs these shared beliefs by exposing the inconsistencies, contradictions, and silences contained in their knowledge for the purpose of clearing the way for restructuring them in a manner that avoids unintended negative consequences. Doubts as to the legitimacy of these educational structures are evidentiary within the analysis, and present the value in recognition and reconciliation of the contradiction between the democratic ideals and bureaucratic practices of education. Special educators are charged with finding the courage and insight to deconstruct and continuously reconstruct their professional knowledge, as well as seek and bond with other committed and convicted colleagues to do the same within this scope

Problematising international placements as a site of intercultural learning

This paper theorises some of the learning outcomes of a three-year project concerning student learning in international social work placements in Malaysia. The problematic issue of promoting cultural and intercultural competence through such placements is examined, where overlapping hegemonies are discussed in terms of isomorphism of social work models, that of the nation state, together with those relating to professional values and knowledge, and the tyrannies of received ideas. A critical discussion of cultural competence as the rationale for international placements is discussed in terms of the development of the graduating social worker as a self-reflexive practitioner. The development of sustainable international partnerships able to support student placement and the issue of non-symmetrical reciprocation, typical of wide socio-economic differentials across global regions, is additionally discussed

Human Capital and the Firm Performance: A Review Paper

This paper will review previous articles related to the human capital and the firm performances which may help the researchers who want to go deeper for literature behind this topic .here give the little implication of paper and finally mention the paper structure at the end. Some attempts have been made to define competence. For example,（Boyatzis，1982) defined job competency as underlying characteristics of an employee regarding motive, trait, skill, self-image, social role or knowledge required for adequate performance. （Sparrow，1997) conceptualised this regarding behavioural attributes which can distinguish a superior performer from average. The first section is about Introduction. Next four section reviews the empirical literature on Knowledge and labour productivity, Human and social capital, Skill and rational capital, Knowledge innovation and organisational performance Respectively. And finallySection six concludes. Keywords: Firm performance, Human Capital, human capital, Knowledge innovation, and   organisational performance.