How should Scheier's critique of Kant's ethics be interpreted?This paper focuses on two aspects of Scheier's critique of Kant's ethics:1)the problem of"formalism"in Kant's ethics,and 2)th...How should Scheier's critique of Kant's ethics be interpreted?This paper focuses on two aspects of Scheier's critique of Kant's ethics:1)the problem of"formalism"in Kant's ethics,and 2)the problem of the"ethics of autonomy"and"ethics of heteronomy."Generally speaking,Scheier's project has a"modern"starting point;that is to say,his work starts with the rejection or critique of Kant and Aristotle.Most essentially,Scheier's"material ethics of values",(ethics of person)must stay autonomous.Following Kant,Scheier takes Aristotle's theory as an"ethics of heteronomy,"and then competes with Kant within the"ethics of autonomy",and further develops his own"ethics of personal autonomy."展开更多
For many years, autonomy, especially learner autonomy has figured large in TEFL literature and practice. However, the author argues that learners can hardly become autonomous automatically without any help from their ...For many years, autonomy, especially learner autonomy has figured large in TEFL literature and practice. However, the author argues that learners can hardly become autonomous automatically without any help from their teachers. In other words, attention should also be focused on teachers. It is worthwhile to explore the relationship between English teaching materials and teacher autonomy, for materials and teachers are two important elements in language teaching. This paper begins by clarifying the relationship between ELT materials and teachers and introducing the concepts of teacher autonomy and learner autonomy. The paper presents that teacher autonomy presupposes learner autonomy and effective use of materials can foster teacher autonomy. Approaches to fostering teacher autonomy in the process of using teaching materials are also included.展开更多
English is a compulsory subject and given only one or two semesters at tertiary education in Indonesia. This subject is to help the students read and access various information to enrich their main subjects during the...English is a compulsory subject and given only one or two semesters at tertiary education in Indonesia. This subject is to help the students read and access various information to enrich their main subjects during their study and prepare for their professionals in the future. However,some studies find that these English classes are boring because the materials are not useful for the students. Based on need analysis,the non-English department students wish the lecturers to provide materials in line with their majoring subjects.This paper discusses the characteristics of the materials developed by means of action research together with a subject lecturer and a class of civil engineering students at Politeknik Negeri Bandung(Polban),a state polytechnic in Indonesia. Two of the characteristics concerning with the thinking framework of the civil engineering students and the themes of the materials were also considered.These materials have been tried out for two semesters, and the results indicated that the students’ learning autonomy develops. After using the materials for four weeks(150 minutes a week),the students attempted to select types of materials that needed to be discussed in the class and those uploaded into e-learning programs so that they were able to access,prepare the materials for the next class and learn these materials outside the class.展开更多
基金This article is funded by the Major Project of the National Social Science Fund of China(NSSFC)(Project No.17ZDA033).
文摘How should Scheier's critique of Kant's ethics be interpreted?This paper focuses on two aspects of Scheier's critique of Kant's ethics:1)the problem of"formalism"in Kant's ethics,and 2)the problem of the"ethics of autonomy"and"ethics of heteronomy."Generally speaking,Scheier's project has a"modern"starting point;that is to say,his work starts with the rejection or critique of Kant and Aristotle.Most essentially,Scheier's"material ethics of values",(ethics of person)must stay autonomous.Following Kant,Scheier takes Aristotle's theory as an"ethics of heteronomy,"and then competes with Kant within the"ethics of autonomy",and further develops his own"ethics of personal autonomy."
文摘For many years, autonomy, especially learner autonomy has figured large in TEFL literature and practice. However, the author argues that learners can hardly become autonomous automatically without any help from their teachers. In other words, attention should also be focused on teachers. It is worthwhile to explore the relationship between English teaching materials and teacher autonomy, for materials and teachers are two important elements in language teaching. This paper begins by clarifying the relationship between ELT materials and teachers and introducing the concepts of teacher autonomy and learner autonomy. The paper presents that teacher autonomy presupposes learner autonomy and effective use of materials can foster teacher autonomy. Approaches to fostering teacher autonomy in the process of using teaching materials are also included.
文摘English is a compulsory subject and given only one or two semesters at tertiary education in Indonesia. This subject is to help the students read and access various information to enrich their main subjects during their study and prepare for their professionals in the future. However,some studies find that these English classes are boring because the materials are not useful for the students. Based on need analysis,the non-English department students wish the lecturers to provide materials in line with their majoring subjects.This paper discusses the characteristics of the materials developed by means of action research together with a subject lecturer and a class of civil engineering students at Politeknik Negeri Bandung(Polban),a state polytechnic in Indonesia. Two of the characteristics concerning with the thinking framework of the civil engineering students and the themes of the materials were also considered.These materials have been tried out for two semesters, and the results indicated that the students’ learning autonomy develops. After using the materials for four weeks(150 minutes a week),the students attempted to select types of materials that needed to be discussed in the class and those uploaded into e-learning programs so that they were able to access,prepare the materials for the next class and learn these materials outside the class.
