【37°C】资料篇——Education

cjluUID: 2448066

刚考完AW，分享一下我整理的一些东西。
出处主要是wiki和其他一些相关网站。
个人整理的，大家随便看随便下，但是请不要转载，转载请通知我。
祝大家都能考出好成绩^^

1. Education is a concept, referring to the process in which students can learn something:
A. Instruction B. Teaching C. Learning

2. It is currently fashionable to divide education into different learning “modes”:
A. Visual B. Auditory C. Kinesthetic

3. Blurton, Craig. "New Directions of ICT-Use in Education"：
Information and communication technologies (ICT) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information.”

4. The history of education are chronicle of higher education in both teaching and learning in the human society. Each generation, since the beginning of human evolution and writing, has sought to pass on cultural and social values, traditions, morality, religion and skills to the next generation.[1] The passing on of culture is also known as enculturation and the learning of social values and behaviours is socialization. The history of the curricula of such education reflects human history itself, the history of knowledge, beliefs, skills and cultures of humanity.

5. Schools, colleges and universities have not been the only methods of formal education and training. Many professions have additional training requirements, and in Europe, from the Middle Ages until recent times, the skills of a trade were not generally learnt in a classroom, but rather by serving an apprenticeship. 教师要不要相关行业工作

6. Some forms of traditional knowledge were expressed through stories, legends, folklore, rituals, and songs.

7. Starting in about 3500 BC, various writing systems were developed in ancient civilizations around the world. These writing systems would greatly increase the potential for passing knowledge onwards from one person to others. They would also bring the need for education in the skills of writing and reading.

8. 书写方法：
A. a triangular-shaped stylus pressed into soft clay for recording numbers.--------4th millennium BC
B. cuneiform writing, symbols were imprinted on a we clay tablet with a stylus-----Around the 26th century BC
C. hieroglyphs in Egypt----3400 BC
D. oracle bones script----1400-1200 BC China

9. It was during the Zhou Dynasty that the origins of native Chinese philosophy also developed. Confucius (551 BC – 479 BC) founder of Confucianism, was a Chinese philosopher who made a great impact on later generations of Chinese, and on the curriculum of the Chinese educational system for much of the following 2000 years.

10. Progression depended more on ability than age[42] with great emphasis being placed upon a student’s ingenium or inborn “gift” for learning,[44] and a more tacit emphasis on a student’s ability to afford high-level education.天赋 兴趣~~

11. By many, education is understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994).

12. The purpose of education can be to develop every individual to their full potential and give them a chance to achieve as much in life as their natural abilities allow (meritocracy)

13. Structural functionalistsbelieve that society leans towards equilibrium and social order. They see society like a human body, in which institutions such as education are like important organs that keep the society/body healthy and well[4]. Social health means the same as social order, and is guaranteed when nearly everyone accepts the general moral values of their society.（社会普遍价值；教育的重要）Hence structural functionalists believe the aim of key institutions, such as education, is to socialise children and teenagers. Socialization is the process by which the new generation learns the knowledge, attitudes and values that they will need as productive citizens.（社会化；整体部分；社会稳定；价值伦理道德；教育）

Although this aim is stated in the formal curriculum[5], it is mainly achieved through "the hidden curriculum"[6], a subtler, but nonetheless powerful, indoctrination of the norms and values of the wider society. Students learn these values because their behaviour at school is regulated [Durkheim in [3]] until they gradually internalise and accept them.（社会化过程；学校的作用）

Education must, however perform another function. As various jobs become vacant, they must be filled with the appropriate people. Therefore the other purpose of education is to sort and rank individuals for placement in the labour market [Munro, 1997]. Those with high achievement will be trained for the most important jobs and in reward, be given the highest incomes. Those who achieve the least, will be given the least demanding (intellectually at any rate, if not physically) jobs, and hence the least income.（人才；工作；教育；是否公平；阶级）

14. The perspective ofconflict theory, contrary to the structural functionalist perspective, believes that society is full of vying social groups with different aspirations, different access to life chances and gain different social rewards [10] . Relations in society, in this view, are mainly based on exploitation, oppression, domination and subordination.[3]

Education achieves its purpose by maintaining the status quo, where lower-class children become lower class adults, and middle and upper class children become middle and upper-class adults. This cycle occurs because the dominant group has, over time, closely aligned education with middle class values and aims, thus alienating people of other classes.[11]教育保持社会稳定，并让各个阶级延续为各个阶级

Wilson & Wyn state that the students realise there is little or no direct link between the subjects they are doing and their perceived future in the labour market.[12] Anti-school values displayed by these children are often derived from their consciousness of their real interests. Sargent believes that for working class students, striving to succeed and absorbing the school's middle class values, is accepting their inferior social position as much as if they were determined to fail.[3]教育与实践；教育的目的；等级

Conflict theorists believe this social reproduction continues to occur because the whole education system is overlain with ideology provided by the dominant group. In effect, they perpetuate the myth that education is available to all to provide a means of achieving wealth and status. Anyone who fails to achieve this goal, according to the myth, has only themself to blame. Wright agrees, stating that “the effect of the myth is to…stop them from seeing that their personal troubles are part of major social issues”.[3] The duplicity is so successful that many parents endure appalling jobs for many years, believing that this sacrifice will enable their children to have opportunities in life that they did not have themselves.[12] These people who are poor and disadvantaged are victims of a societal confidence trick. They have been encouraged to believe that a major goal of schooling is to strengthen equality while, in reality, schools reflect society’s intention to maintain the previous unequal distribution of status and power [Fitzgerald, cited in [3]]. 等级；不公平；被决定
This perspective has been criticised as deterministic, pessimistic and allowing no room for the agency of individuals to improve their situation.

15. Bourdieu as a social theorist has always been concerned with the dichotomy between the objective and subjective, or to put it another way, between structure and agency. 主客观

These concepts are based on the idea that objective structures determine individuals' chances, through the mechanism of the habitus, where individuals internalise these structures. However, the habitus is also formed by, for example, an individual's position in various fields, their family and their everyday experiences. Therefore one's class position does not determine one's life chances, although it does play an important part, alongside other factors. 阶级；客观环境；影响范围

Bourdieu used the idea of cultural capital to explore the differences in outcomes for students from different classes in the French educational system. He explored the tension between the conservative reproduction and the innovative production of knowledge and experience.[14] He found that this tension is intensified by considerations of which particular cultural past and present is to be conserved and reproduced in schools. 稳定与改革；教育

Therefore Bourdieu's perspective reveals how objective structures play an important role in determining individual achievement in school, but allows for the exercise of an individual's agency to overcome these barriers, although this choice is not without its penalties.

魔芋艾米UID: 2700135

很不错的东东，谢了~

ringtailbunnyUID: 2579853

收了。著名来自wiki，也不怕雷同，吼吼~