614 research outputs found
Transitions to and within adulthood for young people with special educational needs
No abstract available
Plus Ća Change, Plus C'est la MĆŖme Chose
The publication of Euan Sinclair and Ann Stewart, Conveyancing Practice in Scotland (6th edn, 2012) is a reminder of the enduring role of the WS Society's members in supporting best practice in property law for over 200 years. We look at how things began in the 18th century with the remarkable Robert Bell, WS (1760-1816). (Co-authored with Robert Pirrie.
Emotional education as second language acquisition?
In this paper we argue that while emotional education intervention packages offer
certain advantages, there are risks associated with their uncritical use. The main risk is
that if the unwanted behaviour of some pupils is seen merely as a problem that can be
dealt with through targeted intervention, then important, identity constitutive parts of
their reality might become obscured. We reconsider sociological explanations of
school disaffection, along with more recent sociological and philosophical attempts to
explore the emotional aspect of schooling. We hypothesise that some of the
challenging behaviour exhibited by young people in schools is solution seeking; that it
is a functional adaptation to an essentially foreign emotional environment. We
conclude that attempts to educate the emotions should aim to develop morally rich
virtues rather than empty intelligences.peer-reviewe
Emotional Education as second language acquisition?
In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences
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