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Furthermore, the exploration of the context aims to amplify the technicist approach to education and professional educational, bringing elements that situate phenomena in a historical and cultural context of society.
This finding reflects Woods' (2014) description of the technicist play/pedagogy interface in which play serves simply as a means of achieving specific educational outcomes.
Mental test was, then, one of the answers to the technicist legitimacy crisis, setting as neutral and scientific technical the open door to modernity.
Adopting a sociocultural perspective is one way in which we can move beyond a technicist view of teacher preparation and take much better account of the relevant social factors.
This is precisely how the human viewer, whether an artist or a scientist, gets his/ her ethical impulse lulled into inaction and becomes vulnerable to the dominance of the technicist world view in which an excessive drive for technological prowess blights human affective reactions to natural landscape, calling them sentimental, and therefore, inferior in judgment.
How might a report or publication position itself as between being purely technicist and being transformative?
19) As pointed out by Ferreira and Magalhaes,31 the proposed promotion brings along new demands relating to the care model and academic education, with the need to break with the traditional technicist fragmentation and move toward more enduring partnerships and the innovation of the food practices focused on building food citizenship.
The differences are between technicist and institution-based as opposed to people-centred approaches; and between quantitative and qualitative methodologies.
the overall interior concept builds and develops technicist, to futuristic look of the building and uses simple means of expression.
Those advancing a more technicist view refer to initial teacher training rather than education and have conceptualized learning to teach as a matter of simply acquiring competence "on the job" (Furlong & Smith, 1996).
Sub-areas such as conflict resolution, with its focus on conflict management and problem-solving, quickly became technicist and rather conservative fields of study which took little notice of issues of power and justice (with a few exceptions such as Lederach's work (1996) on conflict transformation).
While I would not presume to generalize my findings, as each educational context will necessarily have some idiosyncratic dynamically interacting characteristics and thus context-specific 'change frames' (2); what I can now confidently confirm is that my findings seem to point to the need for change-oriented policymakers, managers and leaders to thoroughly review their current practices in order to look at the nature of change, as well as teachers' practices in a less technicist (Schon, 1983, 1987; Kemmis, n.