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Chris Higgins 서울대학교 교육연구소 2014 Asia Pacific Education Review Vol.15 No.1
In “The Humanist Moment,” Chris Higgins sets out to recover a tenable, living humanism, rejecting both the version vilified by the anti-humanists and the one sentimentalized by the reactionary nostalgists. Rescuing humanism from such polemics is only the first step, as we find at least nine rival, contemporary definitions of humanism. Which movement or theory is the real humanism? Higgins contends that we can reconstruct a critical, dialectical humanism from the very tensions in these conceptions. On this view, humanism is neither a theory nor a movement, but a moment, a specific intervention evincing characteristic sensibilities, enabling us to navigate through one of a number of recurring dead spots in the life of culture. Higgins outlines four ongoing human dialectics whose vibrant center the humanist helps us regain: genuine hope/acceptance in the face of both fantasy and cynicism; combined awareness of our connectedness and distinctiveness rejecting both dogmatic universalizing and particularizing discourses; and humane learning as distant from scholasticism as it is from anti-intellectualism. An entire section is devoted to the fourth dialectic, showing how humanism has appeared as a corrective both to historicism and to presentism, helping us reconnect with the untimely, living voice of tradition.
Higgins, Sean 서울대학교 통일평화연구원 2018 Asian Journal of Peacebuilding Vol.6 No.1
Peace education in conflict affected societies has achieved widespread popularity amongst international aid agencies seeking to find a place for education in supporting peacebuilding since the 1990s. However, its aims, content, and effectiveness have been critiqued particularly for its failures to address structural causes of grievances. This article draws on empirical research exploring a UNICEF supported peace education related curriculum reform in Sierra Leone developed in 2008 called “Emerging Issues.” The article draws on a critical discourse analysis of its content and qualitative interview data with key informants. It argues that while “Emerging Issues” was well-intentioned, its lack of regard for contextual dynamics generating conflict and a tendency to pathologize the nation served to undermine its transformatory goals.
Traci Higgins,Susan Jo Russell,Deborah Schifter 대한수학교육학회 2022 수학교육학연구 Vol.32 No.3
Through analysis of 108 interviews of students in grades 2 to 5, the research team created a framework consisting of four mathematical dimensions students engage with as they formulate a conjecture about a behavior of an operation. The four dimensions are: attending to the action of the operation, identifying which elements change and how, expressing conditionality, and considering the generality of the claim. This article describes and illustrates what student conjecturing looks like with respect to these dimensions. The framework provides a lens for researchers and practitioners to identify significant aspects of student-generated conjectures as students work to articulate their ideas.
( Sean Higgins ),( Mario Novelli ) 서울대학교 통일평화연구원 2018 Asian Journal of Peacebuilding Vol.6 No.1
Peace education in conflict affected societies has achieved widespread popularity amongst international aid agencies seeking to find a place for education in supporting peacebuilding since the 1990s. However, its aims, content, and effectiveness have been critiqued particularly for its failures to address structural causes of grievances. This article draws on empirical research exploring a UNICEF supported peace education related curriculum reform in Sierra Leone developed in 2008 called “Emerging Issues.” The article draws on a critical discourse analysis of its content and qualitative interview data with key informants. It argues that while “Emerging Issues” was well-intentioned, its lack of regard for contextual dynamics generating conflict and a tendency to pathologize the nation served to undermine its transformatory goals.