| Srl | Item |
| 1 |
ID:
107471
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| Publication |
2011.
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| Summary/Abstract |
As a leading foundational institution of modernity, Alborz High School under the leadership of Dr. Mohammad Ali Mojtahedi came to embody and promote techno-scientific (or instrumental) rationality that has been the dominant form of rationality in Iran in the twentieth and twenty-first centuries. The essay analyzes this form of rationality and its fostering by Alborz High School during the tenure of Mohammad Ali Mojtahedi. It is argued that while instrumental rationality is necessary for any developing country, it poses fundamental problems for the development of democratic ethos. Alternatively, Jürgen Habermas' notion of "communicative rationality" is proposed and analyzed as a way to complement and democratize Iranian approach toward rationality and modernity
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| 2 |
ID:
099490
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| Publication |
2010.
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| Summary/Abstract |
e aim of the study is to investigate the current situation of language testing in Turkish public high schools through test development and grading procedures as well as examining the potential benefits through the implementation of the CEFR and non-traditional assessment procedures.
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| 3 |
ID:
102107
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| 4 |
ID:
119194
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| Publication |
2013.
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| Summary/Abstract |
In Chinese public discourse, it has almost become a truism that the generation born after the mid-1980s is more selfish, individualistic, and materialistic than previous generations. Consequently, an important task for public moral education is to correct this behaviour and to generate compassion for others beyond the family, to strengthen nationalist sentiments and to imbue a sense of duty to the greater community. Schools provide the Chinese government with a key opportunity to achieve this. Based on fieldwork in a rural high school in China, this article demonstrates how the official visions of the learned individual portrayed in textbooks collide with a more powerful ideology of individualism that is implicitly promoted through activities within the school, and is reflective of an ongoing process of individualization, not only in Chinese society, but also within state institutions, such as the school.
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