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Richer Conception (richer + conception)
Selected AbstractsTowards a Richer Conception of Vocational PreparationJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2003Gerard Lum This paper identifies the key assumptions underpinning current arrangements in vocational education and training (VET) in the UK. These assumptions, and the idea of vocational capability they denote, are rejected in favour of a more coherent conception,a conception centred not on the traditional dichotomy of ,knowing how-knowing that' but on what I refer to as the ,constitutive understandings' from which both practical and theoretical capabilities can be seen to derive. It is argued that an account of vocational capability in these terms suggests a far richer conception of vocational preparation than current arrangements are able to admit. [source] DOES DIVERSITY IN URBAN SPACE ENHANCE INTERGROUP CONTACT AND TOLERANCE?GEOGRAFISKA ANNALER SERIES B: HUMAN GEOGRAPHY, Issue 1 2009Terje Wessel ABSTRACT. Contemporary urban theory has started to question the elevation of diversity as a panacea for enduring urban problems , segregation, prejudice and intergroup hostility. This critique coincides with an opposite tendency within classic contact theory and research. The latter tradition has developed an increasing enthusiasm for face-to-face interaction. The contact hypothesis, which presupposes established contact, has received conclusive support independent of target groups and contact settings. Research on ,lived diversity', which includes both contact and lack of contact, offers two supplementary insights. It shows, on the one hand, that boundaries are inscribed in social spaces. Physical proximity between ethnic and social groups tends to have a minor effect on interaction. Interaction, on the other hand, is not essential to attitude formation. Both subfields within contact research have confirmed that urban space may act as a catalyst for tolerant attitudes. This observation corresponds with increasing recognition of affective states, such as empathy, anxiety and group threat. Contact research has therefore, in summary, transcended the scope of the contact hypothesis. It has expanded into the realm of urban theory, which foreshadows future collaboration between the two traditions. Some key points for such exchange are suggested at the end of the article. Future research should combine an open-ended approach to casual contact with a diversified conception of diversity and a richer conception of urban space. A move in this direction would leave substantial space for geographical research. [source] Towards a Richer Conception of Vocational PreparationJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2003Gerard Lum This paper identifies the key assumptions underpinning current arrangements in vocational education and training (VET) in the UK. These assumptions, and the idea of vocational capability they denote, are rejected in favour of a more coherent conception,a conception centred not on the traditional dichotomy of ,knowing how-knowing that' but on what I refer to as the ,constitutive understandings' from which both practical and theoretical capabilities can be seen to derive. It is argued that an account of vocational capability in these terms suggests a far richer conception of vocational preparation than current arrangements are able to admit. [source] How and what university students learn through online and face-to-face discussion: conceptions, intentions and approachesJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2006R. A. Ellis Abstract This paper reports a phenomenographic investigation into students' experiences of learning through discussion , both online and face to face (F2F). The study context was a second-year undergraduate course in psychology for social work in which the teacher had designed discussion tasks to begin in F2F mode and to continue online. A combination of open-ended questionnaires and semi-structured interviews was used to investigate students' conceptions of what they were learning, their intentions and their approaches to learning through discussion. Analysis of the interview and open-ended questionnaire data identified a number of qualitatively different conceptions, intentions and approaches to learning through discussion. Associations were found between what students thought they were learning through discussions, their approaches to learning through discussion and their course grade. Students with a cohesive conception and students adopting a deep approach (to learning through online discussion) got better course grades. There was no significant difference between deep and surface approaches to F2F discussion and course grade. The outcomes of this study have implications for the design of online and F2F discussion tasks and in particular for helping students adopt richer conceptions of what they stand to gain through discussion. [source] | ||||||||||