Teacher Education for Muslim Women
Teacher Education for Muslim Women
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穆斯林妇女的教师教育
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Alison Scott
中科院分区：
文献类型：
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作者：
Alison Scott
为了管理我们的日常生活，我们根据工具行动得出的经验证据做出许多决定。在另一个极端，我们常常被所谓的后现代解决方案所吸引，它邀请我们做出任意选择。在教育体系中，紧迫的困境不应该是在能力标准或不假思索的相对主义之间做出选择，而应该是如何采取行动实现跨文化宽容。为一群英国穆斯林开设小型教师培训课程表明，实证主义框架（例如政府检查员使用的框架）可能会阻碍基于理解的交流行为。在哲学方面，利科提供了一种暂时的希望辩证法，可以用来说明为什么实证主义方法、理性分析哲学、后现代性或任何一种解释世界的信仰体系都不应被允许施加霸权控制。利科的伦理实践哲学还提供了一种对现实的重构观点，帮助我们恢复对人性的信念，并鼓励我们在理解他人时寻求解释冲突的解决方案。在这种情况下，它被应用于与英国穆斯林妇女的合作项目，其中行动本体论展示了合作工作以理解自己作为他人的力量。
In order to manage our daily lives, we make many decisions based on empirical evidence derived from instrumental action. At the other extreme, we are often attracted by a so-called postmodern solution that invites us to make arbitrary choices. In the education system, the pressing dilemma should not be a choice between standards of competence or unthinking relativism, but how to take action towards intercultural tolerance. Establishing a small teacher training course for a group of British Muslims has shown that communicative action informed by understanding can be disabled by the instrumentality of positivist frameworks, such as those used by government inspectors. In philosophy, Ricoeur offers a provisional dialectic of hope that can be used to show why neither positivist methods, rational analytic philosophy, postmodernity nor any one belief system for interpreting the world should be allowed to exert hegemonic control. The ethicopractical philosophy of Ricoeur also offers a reconstructive view of reality that helps us to rehabilitate belief in human nature and encourages us to seek solutions to conflicts of interpretation in understanding others. It is applied, in this instance, to project work with Muslim women in the UK, in which an ontology of action shows the power of working collaboratively towards an understanding of oneself as another.