Scholars disagree about the implications of the Truth and Reconciliation Commission’s Calls to Ac... more Scholars disagree about the implications of the Truth and Reconciliation Commission’s Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social studies curricula in several Canadian jurisdictions because they are derived from an ethnocentric Western epistemology. In this article, we propose three significant and important changes to Canadian history education in support of reconciliation, some of which are already underway, albeit imperfectly, and each of which can be implemented without radical epistemological restructuring.
Careful analysis of educational slogans is a welcomed contribution to public debate. Slogans are ... more Careful analysis of educational slogans is a welcomed contribution to public debate. Slogans are ubiquitous in education, and too often we accept them at face value. In a recent article in the Canadian Journal of Education, Douglas Stewart (1993) takes on what he believes to be a serious threat to the enterprise of teaching. Alarm bells ring for him when he hears the slogan, “We facilitate learning, we don’t teach.” Stewart argues that it is mistaken to contrast teaching and facilitating as mutually exclusive concepts; such a contrast creates a false dichotomy. We concur with this observation and agree that some educators may characterize facilitating in opposition to teaching. From there on, however, we part company with Stewart. Stewart categorically dismisses proponents of facilitating for espousing an “alarming idea” (p. 1) that is “misleading and dangerous” (p. 2), that will “play havoc” with educational thinking (p. 1), and that “puts at risk the education of children” (p. 8)....
In his article “Methodologically Historicizing Social Studies Education: Curricular Filtering and... more In his article “Methodologically Historicizing Social Studies Education: Curricular Filtering and Historical Thinking as Social Studies Thinking,” Bryan Smith draws attention to limitations and confusions in the social studies thinking framework introduced by the Ontario Ministry of Education (OME; 2013) in its latest Grade 1–8 social studies, geography, and history curriculum (pp. 58–60). Smith’s underlying concern is that the OME has employed a conception of historical thinking developed by Peter Seixas (2015) as the basis for a framework for thinking in social studies. Smith argues that minor linguistic changes to Seixas’s terminology mask the predominantly historical focus of OME’s framework. According to Smith (2017), the imposition of historical thinking concepts ignores the interdisciplinary nature of social studies by privileging historical methods of inquiry over the methodologies of other social studies disciplines (p. 1).
Integration has long been a fact of educational life—more accurately, it is an unavoidable featur... more Integration has long been a fact of educational life—more accurately, it is an unavoidable feature of educators’ work. Any intentional uniting or meshing of discrete elements or features constitutes some form of integration. The very act of learning typically involves integration—new beliefs are filtered through and connected to the individual’s prior beliefs. Despite its ubiquity, educational debate about integration has been contentious, but not contentious about its merits. Who would want learning to be fragmented? Rather, the polemics are rooted in ambiguous and loose conceptions of what is intended (Dressel, 1958, pp. 7–8; Jacobs, 1989, p. 6). There are, beginning with Plato, countless ways integration occurs in education. We educators should be explicit about the varieties of integration we recommend. I wish to anatomize the amorphous notion of integration, identifying factors educators should consider when deciding about curricular integration. More specifically, I examine ei...
... Pages: N/A. Pub Types: Information Analyses; Reports - Descriptive; Journal Articles. Abstrac... more ... Pages: N/A. Pub Types: Information Analyses; Reports - Descriptive; Journal Articles. Abstract: Asserts that global education has two interrelated dimensions: (1) a substantive, or knowledge of the world and how it works; and (2) a perceptual, or an orientation or world view. ...
Every curriculum document mentions critical thinking, and there is universal agreement about the ... more Every curriculum document mentions critical thinking, and there is universal agreement about the need to make thoughtful judgments in virtually every aspect of our lives – from who and what to believe to how and when to act. Despite long-standing and widespread recognition, the extent and manner of teaching for critical thinking in schools is disheartening. As I have argued elsewhere, the rhetoric greatly outstrips practice.1 As Walter Parker puts it, the teaching of thinking remains “more wish than practice.”2 Although numerous factors contribute to this regrettable state of affairs, three reasons are especially influential in relegating critical thinking to a sideshow on the educational agenda: • Proliferation of thinking ‘skills.’ There is a plethora of so-called thinking skills. For example, an ASCD publication identifies eight thinking processes (including problem solving, decision making and research) involving 21 core thinking skills (including defining goals, setting goals, ...
practice” (1991, p. 354). Research in the U.S. supports these observations. For example, Su’s (19... more practice” (1991, p. 354). Research in the U.S. supports these observations. For example, Su’s (1990) study, based on interviews with 112 educators, found that although teachers stated that they valued critical thinking they did not implement it in their classrooms. Similarly, in her study of a three-year project to foster critical thinking in social studies, McKee (1988) found that teachers spent only four percent of class time on reasoning activities.
We have previously described a method for separating pancreatic juice proteins by reversed-phase ... more We have previously described a method for separating pancreatic juice proteins by reversed-phase HPLC. However, the solvents used in such a system denature the proteins, whose characterization therefore depends solely on molecular weight determinations. We have therefore tested the suitability of hydrophobic interaction chromatography as an alternative method of separation. Using a TSK phenyl 5PW column with a decreasing, four-stage ammonium sulfate concentration gradient, it was possible to separate the major proteins in rat pancreatic juice. The identity of each protein was confirmed by measuring its molecular weight and by assaying its enzyme activity. Hydrophobic interaction chromatography represents an improved system for separating pancreatic secretory enzymes in active form.
Scholars disagree about the implications of the Truth and Reconciliation Commission’s Calls to Ac... more Scholars disagree about the implications of the Truth and Reconciliation Commission’s Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social studies curricula in several Canadian jurisdictions because they are derived from an ethnocentric Western epistemology. In this article, we propose three significant and important changes to Canadian history education in support of reconciliation, some of which are already underway, albeit imperfectly, and each of which can be implemented without radical epistemological restructuring.
Careful analysis of educational slogans is a welcomed contribution to public debate. Slogans are ... more Careful analysis of educational slogans is a welcomed contribution to public debate. Slogans are ubiquitous in education, and too often we accept them at face value. In a recent article in the Canadian Journal of Education, Douglas Stewart (1993) takes on what he believes to be a serious threat to the enterprise of teaching. Alarm bells ring for him when he hears the slogan, “We facilitate learning, we don’t teach.” Stewart argues that it is mistaken to contrast teaching and facilitating as mutually exclusive concepts; such a contrast creates a false dichotomy. We concur with this observation and agree that some educators may characterize facilitating in opposition to teaching. From there on, however, we part company with Stewart. Stewart categorically dismisses proponents of facilitating for espousing an “alarming idea” (p. 1) that is “misleading and dangerous” (p. 2), that will “play havoc” with educational thinking (p. 1), and that “puts at risk the education of children” (p. 8)....
In his article “Methodologically Historicizing Social Studies Education: Curricular Filtering and... more In his article “Methodologically Historicizing Social Studies Education: Curricular Filtering and Historical Thinking as Social Studies Thinking,” Bryan Smith draws attention to limitations and confusions in the social studies thinking framework introduced by the Ontario Ministry of Education (OME; 2013) in its latest Grade 1–8 social studies, geography, and history curriculum (pp. 58–60). Smith’s underlying concern is that the OME has employed a conception of historical thinking developed by Peter Seixas (2015) as the basis for a framework for thinking in social studies. Smith argues that minor linguistic changes to Seixas’s terminology mask the predominantly historical focus of OME’s framework. According to Smith (2017), the imposition of historical thinking concepts ignores the interdisciplinary nature of social studies by privileging historical methods of inquiry over the methodologies of other social studies disciplines (p. 1).
Integration has long been a fact of educational life—more accurately, it is an unavoidable featur... more Integration has long been a fact of educational life—more accurately, it is an unavoidable feature of educators’ work. Any intentional uniting or meshing of discrete elements or features constitutes some form of integration. The very act of learning typically involves integration—new beliefs are filtered through and connected to the individual’s prior beliefs. Despite its ubiquity, educational debate about integration has been contentious, but not contentious about its merits. Who would want learning to be fragmented? Rather, the polemics are rooted in ambiguous and loose conceptions of what is intended (Dressel, 1958, pp. 7–8; Jacobs, 1989, p. 6). There are, beginning with Plato, countless ways integration occurs in education. We educators should be explicit about the varieties of integration we recommend. I wish to anatomize the amorphous notion of integration, identifying factors educators should consider when deciding about curricular integration. More specifically, I examine ei...
... Pages: N/A. Pub Types: Information Analyses; Reports - Descriptive; Journal Articles. Abstrac... more ... Pages: N/A. Pub Types: Information Analyses; Reports - Descriptive; Journal Articles. Abstract: Asserts that global education has two interrelated dimensions: (1) a substantive, or knowledge of the world and how it works; and (2) a perceptual, or an orientation or world view. ...
Every curriculum document mentions critical thinking, and there is universal agreement about the ... more Every curriculum document mentions critical thinking, and there is universal agreement about the need to make thoughtful judgments in virtually every aspect of our lives – from who and what to believe to how and when to act. Despite long-standing and widespread recognition, the extent and manner of teaching for critical thinking in schools is disheartening. As I have argued elsewhere, the rhetoric greatly outstrips practice.1 As Walter Parker puts it, the teaching of thinking remains “more wish than practice.”2 Although numerous factors contribute to this regrettable state of affairs, three reasons are especially influential in relegating critical thinking to a sideshow on the educational agenda: • Proliferation of thinking ‘skills.’ There is a plethora of so-called thinking skills. For example, an ASCD publication identifies eight thinking processes (including problem solving, decision making and research) involving 21 core thinking skills (including defining goals, setting goals, ...
practice” (1991, p. 354). Research in the U.S. supports these observations. For example, Su’s (19... more practice” (1991, p. 354). Research in the U.S. supports these observations. For example, Su’s (1990) study, based on interviews with 112 educators, found that although teachers stated that they valued critical thinking they did not implement it in their classrooms. Similarly, in her study of a three-year project to foster critical thinking in social studies, McKee (1988) found that teachers spent only four percent of class time on reasoning activities.
We have previously described a method for separating pancreatic juice proteins by reversed-phase ... more We have previously described a method for separating pancreatic juice proteins by reversed-phase HPLC. However, the solvents used in such a system denature the proteins, whose characterization therefore depends solely on molecular weight determinations. We have therefore tested the suitability of hydrophobic interaction chromatography as an alternative method of separation. Using a TSK phenyl 5PW column with a decreasing, four-stage ammonium sulfate concentration gradient, it was possible to separate the major proteins in rat pancreatic juice. The identity of each protein was confirmed by measuring its molecular weight and by assaying its enzyme activity. Hydrophobic interaction chromatography represents an improved system for separating pancreatic secretory enzymes in active form.
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