The culture of education

In his Preface the author' says that he started out to review all the more important theories upon the topics ordinarily discussed under human motivation but soon found himself more and more limited to the presentation of his own point of view. This very well characterizes the book. It is a very personal product. It is an outline with some defense of the author's own thinking about instincts and appetites and sentiments and how they function in human behavior. And as the author draws so heavily upon James and McDougall, especially the latter, the book may well be looked upon as a sort of sequel to their efforts. There is a thought-provoking distinction presented between instinct and appetite. An instinct is said to be aroused always by something in the external situation; and, correspondingly, an appetite is said to be aroused by sensations from within the body itself. This places, of course, a heavy emphasis upon the cognitive factor in all instinctive behaviors; and the author prefers to use the cognitive factor, especially the knowledge of that end-experience which will satisfy, as a means of differentiating one instinct from another. In this there is a recognized difference from McDougall who placed more emphasis for differentiation upon the emotional accompaniment. The list of instincts arrived at by this procedure is much like that of McDougall, although the author is forced by his criteria to present the possibility of food-seeking and sex and sleep operating both in the manner of an appetite and also as an instinct. The Shand-McDougall concept of sentiment is taken over and used in the explanation of moral motivation. There is the development within each personality of a sentiment for some moral principle. But this sentiment is not a very powerful motivating factor. It is reinforced by social pressures and by religion, which is treated as an effort of finite man to live in harmony with the infinite reality. Those whose psychological thinking is largely in terms of McDougall will doubtless find this volume a very satisfying expansion; but those who are at all inclined to support their psychological thinking by reference to experimental studies will not be so well pleased. The James-Lange theory, for example, is discussed without mention of the many experimental studies which it has provoked. Theoretical sources appear in general to be preferred to experimental investigations.

Human MotivationThe Mind in Action: A Study of Motives and Values. A. Campbell Garnett

Méthodes : Sur une série de 31 femmes présentant des varices périnéales d’origine extrasaphéniennes ayant bénéficié d’une exploration radiologique veineuse pelvienne et de l’embolisation des veines incontinentes nous avons étudié les résultats et les corrélations anatomo-clinique entre les varices et les signes cliniques de l’insuffisance veineuse pelvienne. Un sous-groupe B de 23 patientes présentant une insuffisance veineuse pelvienne et des signes cliniques a été comparé à un groupe A de 4 patientes qui ne présentaient pas d’insuffisance veineuse pelvienne à l’exploration. Nous avons choisi d’étudier 3 signes cliniques : la douleur pelvienne et la douleur des membres inférieurs survenant au début ou pendant les règles ainsi que la dyspareunie. La symptomatologie a été évaluée sur une échelle analogique de 0 à 10 et un score clinique (de 0 à 30) a été établi en ajoutant ces 3 chiffres.

http://link.springer.com/content/pdf/10.1007/BF02973687.pdf

Références bibliographiques: La fibroscopie bronchique

With a new approach and fortified by a wealth of experimental findings this book reverberates the hereditary-environment discussions of earlier decades. Little, if any, new data were obtained specifically for this research. Instead the author utilized available results from numerous longitudinal studies in a variety of disciplines. Testing the Overlap Hypothesis on these studies is the primary contribution of the book. The Overlap Hypothesis used here was formulated by J. E. Anderson who suggested that correlations between scores at two temporal points in longitudinal studies approximate the square root of the ratio obtained by dividing the mean of the first set of scores by the mean of the second. Hypothetical assumptions underlying this formulation are too involved to be included in a review; thus, it may suffice to say that this formula provides a method for comparing actual correlations with those expected on the basis of

Stability and Change in Human Characteristics.

La pensée sauvage

This paper reports on the imp lementation of a Content and Language Integrated Learning (CLIL) approach to teach a science subject topic to young learners. The participants of the study were 10-11 year-old elementary school children who lived in Tahit i, French Polynesia. The study comprised four identical lessons: a) two CLIL lessons (English/L2); and b) two science subject lessons (French/L2). The approach used in the lessons drew on the principles of CLIL and sociocultural theories. The study was designed to investigate if CLIL could be applied effectively with beginner level young learners with 25- to 30-minute English as a Foreign Language (EFL) showers. The study also sought to explore if there would be any observable differences between a CLIL lesson (L2) and a subject lesson (L1) regard ing: a) the teaching/learn ing of content knowledge; b) the learners' willingness to participate in classroom activ ities; and c) the types of classroom interactions used. The study employed video recordings to gather data. The videotaped data were transcribed and the transcribed data were analyzed qualitatively by focusing on classroom exchanges, and non-verbal contextual elements. The data were also analyzed qualitatively by using descriptive statistics, and the results obtained were presented through histograms. The results indicated that successful CLIL practice is possible with Breakthrough level young learners. This study also showed that dialogic exchanges can be used both as a means for scaffolding content and language learning.

/pdf/clil-a-science-lesson-with-breakthrough-level-young-efl-1i1p8w7pv1.pdf

CLIL: A Science Lesson with Breakthrough Level Young EFL Learners

En s'appuyant sur des observations ethnographiques longitudinales et des entretiens comprehensifs, cet article propose une description du fonctionnement socioculturel et une analyse des pratiques educatives familiales des deux groupes consideres, ainsi qu'un regard sur l'evolution de ces facteurs dans le contexte mouvant du monde actuel Une connaissance des pratiques educatives de ces populations pourrait fournir aux enseignants et specialistes des pistes de reflexion pour une meilleure prise en compte des besoins educatifs des populations amerindiennes vivant sur les sites isoles des fleuves amazoniens et une adaptation de l'enseignement scolaire aux specificites culturelles

https://hal.archives-ouvertes.fr/hal-01058307/document

Comparaison des écosystèmes éducatifs chez deux groupes d'Amérindiens: les Wayãpi et les Wayana

Based on an eco-systemic approach, this article presents the results of an experimental survey among parents and children of four ethnic and cultural French Guiana minorities. Moving from questioning the existence of a correlation between interactive parenting styles and the schooling achievements of young children in French Guiana, we propose two hypotheses: (1) family interactions are visible manifestations of parents’ educational ideologies; a large gap between family and school interactions could influence the child’s school adaptation; (2) parenting interactive styles may vary depending on the nature of the interactions: daily versus learning interactions. Our sample concerned 16 family dyads belonging to four distinct groups: the Teko, Aluku, Laotians and Haitians of French Guiana. Data collection was performed by in-situ observations (to explore the first hypothesis) and video recordings (for the second hypothesis). We used coding and data analysis tools belonging to both conversational pragmatics and the anthropological methodological tradition. The results, based on the interactive styles model proposed by Ailincai & Weil-Barais (2007), suggest that parents’ educational styles are influenced by the socio-cultural ecosystem and that parental behavior, especially when it is related to school success, is profoundly influenced by “globalized” logics, strategies and educational ideologies. The interactional context influences the interactive parental style: as such, the daily interactive styles appear as very mixed between the observed communities, whereas the interactive epistemic styles (related to the learning situations) seem to mobilize the same behavioral categories in all the groups we studied.

https://halshs.archives-ouvertes.fr/halshs-02540881/document

Epistemic Activities, Schooling and Parenting Styles: A Case Study in French Guiana Rural Contexts

A partir de la prise en consideration de l'importance du role des parents accompagnant leurs enfants (3- 5 ans) dans la decouverte d'une exposition interactive a caractere scientifique et technique, la recherche propose : (1) la conception d'un dispositif de Sensibilisation Parentale (DSP) - et notamment d'un film, support de debats et de temoignages de la part des parents qui vise surtout une prise de conscience de la part du parent des liens entre sa conduite et celle de l'enfant ; (2) une evaluation du DSP. L'etude a ete realisee dans l'exposition des « 3/5 ans » de la Cite des Enfants, a la Cite des Sciences et de l'Industrie a Paris en direction des parents interesses par une « visite pedagogique » de l'exposition. Au total, 7 dyades parent-enfant ont ete observees et leurs echanges transcrits et analyses en reference a differents modeles (actes tutoriels, pragmatique conversationnelle et actes de distanciation parentale). L'hypothese selon laquelle une action de sensibilisation prealable des parents a leur role de tuteur a un impact sur la maniere dont ils accompagnent leur enfant se trouve confirmee. Les analyses montrent en effet une evolution marquee et tres individualisee entre leur premiere visite et leur seconde visite au musee, apres que les parents aient ete impliques dans le DSP. Ces donnees sont discutees dans le contexte des etudes sur l'education parentale.

/pdf/un-dispositif-de-sensibilisation-parentale-dans-un-musee-1x8nzsphue.pdf

Un dispositif de sensibilisation parentale dans un musée scientifique

https://halshs.archives-ouvertes.fr/halshs-02540853/document

Rodica Ailincai

Papers

CLIL: A Science Lesson with Breakthrough Level Young EFL Learners

Comparaison des écosystèmes éducatifs chez deux groupes d'Amérindiens: les Wayãpi et les Wayana

Epistemic Activities, Schooling and Parenting Styles: A Case Study in French Guiana Rural Contexts

Un dispositif de sensibilisation parentale dans un musée scientifique

Parenting Education: Which Intervention Model to Use?☆