Showing papers in "British Journal of Educational Studies in 1986"
152 citations
TL;DR: In this paper, the authors discuss the relationship between mathematics and the computer and discuss the role of the computer in the education of students in higher mathematics, focusing on the interplay between discrete numerical methods and calculus.
Abstract: 1. Mathematics and the Computer Revolution M.F. Atiyah 2. Living with a New Mathematical Species L.A. Steen 3. Checking Mathematics with the Aid of a Computer N.G. de Bruijn 4. On the Mathematical Basis of Computer Science J. Stern 5. The Mathematics of Computer Algebra J. Davenport 6. Mathematical Education in the Computer Age H. Murakami and M. Hata 7. A Fundamental Course in Higher Mathematics Incorporating Discrete and Continuous Themes S.B. Seidman and M.D. Rice 8. Graphic Insight into Calculus and Differential Equations D. Tall and B. West 9. Calculus and the Computer. The Interplay of Discrete Numerical Methods and Calculus in the Education of Users of Mathematics: Considerations and Experiences M. Mascarello and B. Winkelmann 10. Computer-based Symbolic Mathematics for Discovery K. Lane, A. Ollongren and D. Stoutemyer 11. Computer-aware Curricula: Ideas and Realization H. Burkhardt.
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TL;DR: In this paper, the authors present a philosophical exam for religious education in a pluralist society. But they do not consider the role of gender in the examination. British Journal of Educational Studies: Vol. 34, No. 2, pp. 161-181.
Abstract: (1986). Religious education in a pluralist society: A Philosophical Examination. British Journal of Educational Studies: Vol. 34, No. 2, pp. 161-181.
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TL;DR: This paper argued that much is to be gained by taking a broader, more international view as the experiences of other countries can often provide valuable insights on how policies and practice can be improved in one's own country.
Abstract: Originally published in 1985. Throughout the world the same key issues of concern recur in education in different countries. However, education specialists all too often are inward looking and consider problems only in the confines of their own country. This book argues that much is to be gained by taking a broader, more international view as the experiences of other countries can often provide valuable insights on how policies and practice can be improved in one's own country. The book illustrates this argument by examining in detail seven major issues of present concern and comparing how they are handled in different countries.
TL;DR: The human brain is essentially a double organ, the twin hemispheres of which perform very different functions as discussed by the authors, the left hemisphere processing logical analysis, verbal reasoning and the orderly sequencing of ideas; the right hemisphere with the unconscious, intuition and emotion.
Abstract: ancestors. But modern scientific investigation is opening the way to a 'new' psychology. It has revealed that the human brain is essentially a double organ, the twin hemispheres of which perform very different functions. Left-hemisphere processing is associated with logical analysis, verbal reasoning and the orderly sequencing of ideas; the right hemisphere with the unconscious, intuition and emotion. It is the right hemisphere (which is closely associated with the ancient limbic brain, the so-called emotional brain) which is the 'specialist in emotional matters'. Although research in this area of investigation is still at an early stage of development, and beset by complex methodological and theoretical problems, it is predicted that it will lead eventually to nothing less than a paradigmatic shift in the general consciousness and a 'right-brain' revolution in education. Traditional education, it is alleged, has been dominated by 'left-brained' approaches, by a preoccupation with developing rationality and verbal abilities at the expense of emotion. What is needed is a better balance between the intellectual and the 'feeling' sides of human nature2. Similar such complaints have been made often enough in the past, of course, but what is new in the present formulation are the kinds of remedy being prescribed for correcting this imbalance. All over America, it is reported, spiritual and meditative disciplines, involving 'centring' exercises, yoga, relaxation and fantasy, are being used to promote new levels of awareness and affectively enriched states of consciousness. Never before, as the author of The Aquarian Conspiracy proclaims (and no one, surely, is likely to contradict her) has the deliberate use of consciousness-expanding techniques been so widely practised in mass education. Never before has a culture undertaken to develop 'whole-brain' knowing in the general populace for the express purpose of fusing intellect and feeling3.
TL;DR: In this article, an historical perspective is presented for teaching the emotions: an historical viewpoint. British Journal of Educational Studies: Vol. 34, No. 2, No 2, pp. 122-141.
Abstract: (1986). Educating the emotions: An historical perspective. British Journal of Educational Studies: Vol. 34, No. 2, pp. 122-141.
TL;DR: A recent article on education in China succeeded in giving a fresh tweak to the arguments concerning whether aptitude or achievement testing is more likely to promote equality of educational opportunity as discussed by the authors, which is the view that aptitude testing is to be preferred for selection purposes on the grounds that it gives more weight to "innate potential" (his term) than does achievement testing which produces results more affected by quality of schooling.
Abstract: A recent article on education in China succeeded in giving a fresh tweak to the arguments concerning whether aptitude or achievement testing is more likely to promote equality of educational opportunity. In ‘The Diploma Disease’ Ronald Dore expounded the view that aptitude testing is to be preferred for selection purposes on the grounds that it gives more weight to ‘innate potential’ (his term) than does achievement testing which produces results more affected by quality of schooling, an influence which is all too variable, especially in emerging countries. Although shot through with considerable ambivalence, Dore's view could still be instrumental in persuading educational and political authorities in those countries that aptitude testing will do what he says it will do ‐ ‘make for greater equality of educational opportunity and be more effective in mobilizing all available talent’. And even if these authorities have never set eyes on Dore's book, there is sufficient evidence that some of them a...
TL;DR: In this paper, the authors present IT•INSET: Dissemination strategies and tactics for information dissemination in education, and present a case study of the IT-INSET system.
Abstract: (1986). IT‐INSET: Dissemination strategies and tactics. British Journal of Educational Studies: Vol. 34, No. 2, pp. 182-196.
TL;DR: A review of education, values and mind: Essays for R. S. Peters, David E. Cooper and Kegan Paul can be found in this article, p. 219 pages.
Abstract: A review of Education, Values and Mind: Essays for R. S. Peters, David E. Cooper (ed.) (London, Routledge and Kegan Paul, 1986, £12.95. 219 pages)
TL;DR: In this article, the authors describe British pupils in a German boarding school: Neuwied/Rhine 1820−1913, and their experiences at the school are described.
Abstract: (1986). British pupils in a German boarding school: Neuwied/Rhine 1820–1913. British Journal of Educational Studies: Vol. 34, No. 1, pp. 79-96.
TL;DR: In this article, the authors present an analysis, development, and education model for the British Journal of Educational Studies: Vol. 34, No. 3, No 3, pp. 249-267.
Abstract: (1986). Analysis, development and education. British Journal of Educational Studies: Vol. 34, No. 3, pp. 249-267.