On the Purpose and Content of Secondary Reading Programs: An Educational Ideological Perspective

Walmsley, Sean A.

doi:10.1080/03626784.1981.11075238

Cited by 15 publications

(4 citation statements)

References 16 publications

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“…Underlying an emancipatory purpose is the goal to change the educational, social, and political structure so that the oppressed may forge a new, more egalitarian relationship with their oppressors (Freire, 1970;Walmsley, 1981). Proponents (e.g., Bowles & Gintis, 1976;Freire, 1970) of the emancipatory purpose claim that a principal function of schools in a capitalist society is to maintain the class distinctions of this society.…”

Section: Partial Specification As a Function Of Sociopolitical Purposmentioning

confidence: 98%

“…Although different notions of sociopolitical purposes of education have been advanced (Bernier, 1981;Churchman, 1971;Kelly, 1980;Messick, 1981;Mosenthal, 1983, in press;Walmsley, 1981), these notions all define sociopolitical purpose as a world view of what the goal of education should be. Because different sociopolitical purposes presuppose different goals, and different goals presuppose different means-ends relationships, different sociopolitical purposes assign differential status to different means-ends relationships.…”

Section: Partial Specification As a Function Of Sociopolitical Purposmentioning

confidence: 98%

“…Given the educational enterprise in general and writing instruction in particular, one can identify five sociopolitical purposes of education (Mosenthal, 1982a(Mosenthal, , 1983Walmsley, 1981): (a) academic, (b) utilitarian, (c) romantic, (d) cognitive developmental, and (e) emancipatory. Each presupposes different goals of education and instruction.…”

Section: Partial Specification As a Function Of Sociopolitical Purposmentioning

confidence: 99%

“…Underlying a cognitive-developmental purpose is the goal to nourish "the child's natural interaction with a developing society or environment" (Kohlberg & Mayer, 1972, p. 454) to promote intellectual growth throughout the child's development. In general, this purpose stresses that learning does not involve so much the amassing of new facts but rather the development of new cognitive mechanisms that allow the child to progress toward the understanding of increasingly complex reading materials (Walmsley, 1981).…”

Section: Partial Specification As a Function Of Sociopolitical Purposmentioning

confidence: 99%

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Defining Classroom Writing Competence: A Paradigmatic Perspective

Mosenthal

1983

Review of Educational Research

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As various competing definitions of classroom writing competence emerge, researchers must essentially confront the question, "On what basis does one select one definition over another?" To answer this question, this paper argues the need to consider the sociopolitical dimension of this construct, in addition to the conceptual and design criteria dimensions. The paper begins by noting that all definitions of classroom writing competence represent partially specified, or simplified, definitions. To illustrate the principles of partial specification in writing research, six emerging paradigms of writing research are considered. It is shown that each of these paradigms makes contradictory claims as to what constitutes the principal causative context of classroom writing competence The sociopolitical implications for each of these paradigm's partial specifications are discussed in terms of five purposes of education. The paper concludes by reiterating the need to select definitions of classroom writing competence in terms of sociopolitical criteria.

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Section: Partial Specification As a Function Of Sociopolitical Purposmentioning

confidence: 98%