Author
Geert ten Dam
Bio: Geert ten Dam is an academic researcher from University of Amsterdam. The author has contributed to research in topics: Citizenship & Curriculum. The author has an hindex of 27, co-authored 59 publications receiving 5917 citations.
Papers published on a yearly basis
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TL;DR: Biehl as discussed by the authors uses Murray Bookchin's Dialectical Naturalism as an alternative model for defining nature and argues that this theoretical concept allows for the possibility of what all eco-theorists appear to wanta different and less damaging relationship between humanity and the natural world.
Abstract: Feminist Review. www.jstor.org ® the critical point in Biehl's analysis and hope for more exploration of the cultural role of myth. They will be disappointed. Biehl is clearly not interested in taking the poststructuralist route via Barthes, preferring instead to organize her criticism of ecofeminist theory from the lane marked 'social ecology'. Biehl uses Murray Bookchin's 'dialectical naturalism' as an alternative model for defining nature and argues that this theoretical concept allows for the possibility of what all eco-theorists appear to wanta different and less damaging relationship between humanity and the natural world. Unfortunately, from the moment at which she names her preferred way of theorizing the world Biehl's work loses its critical edge. In reproducing Bookchin's arguments explanation comes perilously close to exultation. Dialectical naturalism, she explains, is an holistic approach which looks at the world as a whole from a developmental perspective. It is a theory of progress which posits a necessary passage from a state of 'potentiality' to that of full development which, in the case of individuals allows for the ultimate destination of self-actualization. One example given is the development of the individual from a state of childhood to a 'fuller more differentiated being'. What this example does not
3,068 citations
TL;DR: In this article, the authors discuss various instructional formats for critical thinking from a social constructivist point of view, and propose a framework for the acquisition of the competence to participate critically in the communities and social practices.
470 citations
TL;DR: Frequency 1550, a game about medieval Amsterdam merging digital and urban play spaces, has been examined as an exemplar of game-based learning and flow was shown to have an effect on their game performance, but not on their learning outcome.
307 citations
TL;DR: The authors reviewed research on gender and learning styles of students, 18 and older, conducted after 1980 and found that most studies used theoretical frameworks that belonged in the middle or outer layers of the model.
Abstract: This article reviews research on gender and learning styles of students, 18 and older, conducted after 1980. Curry's onion model (1983) is used to classify definitions of learning styles and to reconstruct the theoretical frameworks used. The extent to which learning style is considered stable or variable in different learning contexts determines its position in the model. Most studies used theoretical frameworks that belonged in the middle or outer layers of the model. This location indicates the strong influence of learning context on women's and men's learning styles. While there were differences between learning styles, research designs rarely included learning contexts.
193 citations
TL;DR: In this article, the effects of citizenship education on students' citizenship are discussed in relation to the quality of the studies reviewed, and an open and democratic classroom climate in which discussion and dialogue takes place appears to effectively promote the development of citizenship among secondary school students, while a formal curriculum that includes citizenship projects and courses also appears to be an effective type of education.
163 citations
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01 Jan 2005
TL;DR: The contention among various research paradigms for legitimacy and intellectual and p;uadigmatic hegemony was discussed in the first edition of the Handbook of Qualitative Research by Guba and Lincoln as mentioned in this paper.
Abstract: n our chapter for the first edition of the Handbook of Qualitative Research, we focused on the contention among various research paradigms for legitimacy and intellectual and p;uadigmatic hegemony (Guba & Lincoln, 1994). The postmodern paradigms that we discussed (postmodernist critical theory and constructivism) 1 were in contention with the received positivist and postpositivist paradigms for legitimacy, and with one another for intellectual legitimacy. In the half dozen years that have elapsed since that chapter was published, substantial change has occurred in the landscape of social scientific inquiry. On the matter of legitimacy, we observe that readers familiar with the literature on methods and paradigms reflect a high interest in ontologies and epistemologies that differ sharply from those undergirding conventional social science. Second, even those est::~blished professionals trained in quantitative social science (including the two of us) want to learn more about qualitative approaches, because new young professionals being mentored in graduate schools are asking serious questions about and looking for guidance in qualitatively oriented studies and dissertations. Third, the number of qualitative texts, research papers, workshops, and training materials has exploded. Indeed, it would be difficult to miss the distinct turn of the social sciences tow::~rd more interpretive, postmodern, and criticalist practices and theorizing (Bloland, 1989, 1995). This nonpositivist orientation has created a context (surround) in which virtually no study can go unchallenged by proponents of contending paradigms. Further, it
9,521 citations
Book•
19 Nov 2008TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References
6,776 citations
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.
4,931 citations
TL;DR: Biehl as discussed by the authors uses Murray Bookchin's Dialectical Naturalism as an alternative model for defining nature and argues that this theoretical concept allows for the possibility of what all eco-theorists appear to wanta different and less damaging relationship between humanity and the natural world.
Abstract: Feminist Review. www.jstor.org ® the critical point in Biehl's analysis and hope for more exploration of the cultural role of myth. They will be disappointed. Biehl is clearly not interested in taking the poststructuralist route via Barthes, preferring instead to organize her criticism of ecofeminist theory from the lane marked 'social ecology'. Biehl uses Murray Bookchin's 'dialectical naturalism' as an alternative model for defining nature and argues that this theoretical concept allows for the possibility of what all eco-theorists appear to wanta different and less damaging relationship between humanity and the natural world. Unfortunately, from the moment at which she names her preferred way of theorizing the world Biehl's work loses its critical edge. In reproducing Bookchin's arguments explanation comes perilously close to exultation. Dialectical naturalism, she explains, is an holistic approach which looks at the world as a whole from a developmental perspective. It is a theory of progress which posits a necessary passage from a state of 'potentiality' to that of full development which, in the case of individuals allows for the ultimate destination of self-actualization. One example given is the development of the individual from a state of childhood to a 'fuller more differentiated being'. What this example does not
3,068 citations