Meanwhile, the authors' antidote to the American sicknessa quest for democratic community that draws on our diverse civic and religious traditionshas contributed to a vigorous scholarly and popular debate. Attention has been focused on forms of social organization, be it civil society, democratic communitarianism, or associative democracy, that can humanize the market and the administrative state. In their new Introduction the authors relate the argument of their book both to the current realities of American society and to the growing debate about the country's future. With this new edition one of the most influential books of recent times takes on a new immediacy.\

Habits of the Heart: Individualism and Commitment in American Life

Can we turn novices into experts in a four year undergraduate program? If so, how? If not, what is the best we can do? While every teacher has his/her own opinion on these questions, psychological studies over the last twenty years have started to furnish scientific answers. Unfortunately, little of these results have been incorporated into curricula or textbooks. This report is a brief overview of some of the more important results concerning computer programming and how they can affect course design.

Programming pedagogy—a psychological overview

Reconceptualising professional experiences in pre-service teacher education…reconstructing the past to embrace the future

Since World War II methods have advanced very quickly in sociology and social science, while this has not been the case with theory. In this article I suggest that one way of beginning to close the gap between the two is to focus on theorizing rather than on theory. The place where theorizing can be used in the most effective way, I suggest, is in the context of discovery. What needs to be discussed are especially ways for how to develop theory before hypotheses are formulated and tested. To be successful in this, we need to assign an independent place to theorizing and also to develop some basic rules for how to theorize. An attempt is made to formulate such rules; it is also argued that theorizing can only be successful if it is done in close unison with observation in what is called a prestudy. Theorizing has turned into a skill when it is iterative, draws on intuitive ways of thinking, and goes beyond the basic rules for theorizing.

Theorizing in sociology and social science: turning to the context of discovery

In recent decades, student centered pedagogy has provided serious challenges to traditional ―lecture-and-test‖ modes of education in colleges and universities. Advocates of student-centered pedagogy generally proceed from the constructivist position that maintains that learners construct their understandings through their actions and experiences on the world. Student- centered thinking has spawned a burgeoning interest in the use of a variety of different active learning methods in and out of the classroom. These include collaborative learning, experiential learning, problem-based learning, and a variety of other pedagogical methods. However, the theory and practice of student-centered pedagogy is not without its problems. ―Student centered‖ learning is often defined in contradistinction to ―teacher-centered‖ pedagogy. The idea that students must be active in the construction of knowledge is often understood to imply a diminishing role for the teacher in the learning process. Teachers are called upon to relinquish singular claims to authority or power in the classroom. As a result, the role of the teacher becomes recast as one of ―coach‖ or ―facilitator‖. In this paper, I argue that the student/teacher-centered dichotomy is built upon a false premise -- namely that it is possible to parse off the active role of the student from the socio-cultural activities of which the student and teacher are a part. An alternative approach is based upon the socio- cultural-constructivist idea that learning is a form of guided participation in socio-cultural activity. From this view, knowledge in any given discipline is the historical product of socio-cultural processes that have evolved over long periods of time. Such knowledge is preserved and communicated through the cultural vehicle of language. It follows that learning within any given discipline requires mastery of the language-based meanings that define disciplinary knowledge and practice. Such knowledge can only be acquired through active participation in language-mediated learning activities that are structured by more expert individuals. All learning is thus viewed as a form of doing. Pedagogy becomes a task of articulating learning goals and identifying the forms of doing that promote development toward those goals.

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Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation

This article describes the ways collaborative learning methods can enhance the undergraduate course in sociological theory. When instructors employ collaborative learning methods, student passivity and fears about theory are transformed into an engaging practice of theorizing. Such practice is not without conflicts and failures, but it acts as a powerful form of resistance to lethargy and routine. Collaborative learning addresses the problems associated with student consumerism in higher education by constituting students as responsible interpreters expected to accomplish rigorous inquiry in the classroom community. Further, these methods are particularly suitable for teaching theory because they overcome the intimidation that students often feel about this subject. This article presents an explanation of collaborative learning, distinguishes it from active learning, identifies its challenges, and describes some specific wavs that instructors can use it to teach classical sociological theory

Turning Theory into Theorizing: Collaborative Learning in a Sociological Theory Course.

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Show Me How to Do Like You: Co-Mentoring as Feminist Pedagogy

There has been a general movement in higher education toward more "hands-on" learning in classrooms and beyond -what is often called collaborative learning. Clearly, this type of pedagogy owes a great deal to the practice of including laboratory work in science courses; in this regard, science teachers in general may be presumed not to require persuasion that this kind of learning experience is vital. In addition, since collaborative learning is preparatory for the teamwork norm of jobs in the computer science industry, computer science teachers are likely to be particularly receptive to these methods. However, articles encouraging this kind of learning often do not give practical guidelines for its implementation. Collaborative learning is more than just breaking up into small groups. For some disciplines like women's studies, this style of learning has become the preferred method of pedagogy. It is our hope in this paper to bring this field's experience and expertise to bear in order to develop some definite guidelines for doing collaborative learning in computer science classes. In addition, we contend that the content of many computer science courses is well-suited to this style of learning. Although examples will be given from a CS2 course, the guidelines will be applicable to a broad range of

Guidelines for collaborative learning in computer science

Alors que l'on a toujours tendance a mettre en avant le centre ou se trouverait le pouvoir et a oublier la marge, l'A. tente d'approcher de maniere differente cette opposition centre-marge/peripherie. Hooks, Aptheker, Caraway, Cocks et Martin, feministes reconnaissant l'utilite de cette distinction, veulent cependant la reconfigurer de maniere plus diverse et moins contraignante. La maniere de voir la relation centre/marge influence la maniere de penser l'education pour le leadership

Roaming in the margins, speaking with broken tongues

This article presents an analysis of conversation as a model for feminist theorizing. It explores the sources of resistance to this model, as these have been expressed by the author's students and by various writers. It elaborates what conversation might mean as a way of thinking about the practices of feminist theorizing, using the ideas of reflexivity and collaboration as key dimensions for understanding what we do when we theorize. The article presents some examples of reflexive, conversational theorizing and argues that this way of understanding the project of constructing feminist theories is empowering because it reveals that theorizing is a political act. When we theorize we build relationships and shape agreements that allow us to share and rework the life we live in common with others.

Jane A. Rinehart

Papers

Turning Theory into Theorizing: Collaborative Learning in a Sociological Theory Course.

Show Me How to Do Like You: Co-Mentoring as Feminist Pedagogy

Guidelines for collaborative learning in computer science

Roaming in the margins, speaking with broken tongues

Feminist theorizing as a conversation: The connections between thinking, teaching, and political action