History Commons^™

A Response To Professor Wu Zongjie’S ‘Interpretation, Autonomy, And Transformation: Chinese Pedagogic Discourse In A Cross-Cultural Perspective', Thomas D. Curran

History Faculty Publications

In response to an essay by Prof Wu Zongjie that was published in the Journal of Curriculum studies [43(5), (2011), 569–590], I argue that, despite dramatic changes that have taken place in the language of Chinese academic discourse and pedagogy, evidence derived from the fields of psychology and the history of Chinese educational reform suggest that patterns of Chinese thought and culture have proven resistant to change. Not only have deeply rooted tendencies to perceive the world in ways that may be distinguished from Western analogues persisted but, not unlike contemporary school reformers, educators in the early twentieth century typically …

Assessment Practice And Perception Of Social Science Instructors In Afghanistan, Delawar Darmal

Master's Capstone Projects

This thesis has been prepared with three objectives in mind. First, investigating and identifying the problems and challenge of assessment is essential to the quality of education as well as to the reform of education in Afghanistan. Any reforms and the improvement of education are greatly based on the findings of research. Therefore, this project is targeting to facilitate this process.

Second, this research project is aiming to explain the assessment that is practiced in Higher Education of Afghanistan. This is essential to two critical issues. It is useful not just to Afghan instructors to know about the assessment practices …

Faculty And Male Football And Basketball Players On University Campuses: An Empirical Investigation Of The "Intellectual" As Mentor To The Student Athlete, Keith Harrison

Dr. C. Keith Harrison

No abstract provided.

4. The Church's Bid For Intellectual Leadership, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section III: The Medieval Church

We have already noted the Church's claim to teach "in all its fulness every doctrine that men ought to be brought to know, and that regarding things visible and invisible, in heaven and on earth." During the Dark Ages it was too busy with other problems to be able to concern itself much with education. While there were sporadic attempts earlier, it was only during the eleventh and twelfth centuries that the Church turned more seriously to the problem of educating its members. This work was carried on primarily in the monastery and cathedral schools. But, because the monasteries of …