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Journal articles on the topic 'Vietnamese education and intellectualism'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Neem, Johann N. "Anti-intellectualism and education reform." Phi Delta Kappan 101, no. 7 (2020): 10–16. http://dx.doi.org/10.1177/0031721720917523.

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It is a strange and sobering experience to read Hofstadter in our own anti-intellectual era. If anything, left-leaning intellectuals’ sense of alienation has increased since the 1990s. To challenge anti-intellectualism in American education, the liberal arts and sciences will need to be restored to their central place in the curriculum.

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Eigenberger, M. "Is Anti-Intellectualism a Personality Trait? A Response to Howley." Psychological Reports 90, no. 2 (2002): 593–96. http://dx.doi.org/10.2466/pr0.2002.90.2.593.

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Howley's critique of Eigenberger and Sealander's recent report on the development of a scale for anti-intellectualism is addressed. Arguments are made for measuring anti-intellectualism in higher education.

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3

Knox, Emily J. M. "Books, censorship, and anti-intellectualism in schools." Phi Delta Kappan 101, no. 7 (2020): 28–32. http://dx.doi.org/10.1177/0031721720917526.

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Books are often the targets of anti-intellectual censorship efforts in schools for two reasons. First, they are integral to the process and practice of reading, which is how people encounter new ideas. Second, the coercive nature of curriculum means that students must read books with controversial ideas. Emily Knox argues that the people who challenge books believe strongly in the power of books, and it is this belief that motivates their actions. To combat these efforts, educators must have in place robust policies and procedures for choosing and defending curriculum materials, directly name

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4

Schlessinger, Sarah L. "Reclaiming teacher intellectualism through and for inclusive education." International Journal of Inclusive Education 22, no. 3 (2017): 268–84. http://dx.doi.org/10.1080/13603116.2017.1362598.

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5

Peters, Michael A. "Anti-intellectualism is a virus." Educational Philosophy and Theory 51, no. 4 (2018): 357–63. http://dx.doi.org/10.1080/00131857.2018.1462946.

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6

Romero, Augustine, Sean Arce, and Julio Cammarota. "A Barrio pedagogy: identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism." Race Ethnicity and Education 12, no. 2 (2009): 217–33. http://dx.doi.org/10.1080/13613320902995483.

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7

Howley, Craig B. "Career Education for Able Students." Journal for the Education of the Gifted 12, no. 3 (1989): 205–17. http://dx.doi.org/10.1177/016235328901200304.

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This paper examines the assumptions of career education for intellectually and academically gifted students from the perspective of new research about the characteristics of these students. It suggests that changes in career education in gifted programs are warranted. Discussion relates four initiatives for change to the issues of careerism and intellectualism.

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8

Branch, Glenn. "Anti-intellectualism and anti-evolutionism: Lessons from Hofstadter." Phi Delta Kappan 101, no. 7 (2020): 22–27. http://dx.doi.org/10.1177/0031721720917525.

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The forces of anti-intellectualism in American life, as described by Richard Hofstadter, have been especially prominent in the battle against the teaching of evolution. Glenn Branch discusses the different aspects of anti-intellectualism that are at the root of objections to evolution and explains how creation science, which had a transparently religious motivation, eventually gave way to intelligent design, which was less explicit in its religious aims. In the face of constitutional challenges, these modes of anti-evolutionism have been largely replaced by discourse that misrepresents evoluti

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9

Hashim, Rosnani. "Intellectualism in Higher Islamic Traditional Studies." American Journal of Islamic Social Sciences 24, no. 3 (2007): 92–115. http://dx.doi.org/10.35632/ajiss.v24i3.426.

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The number of faculties and universities offering Islamic traditional sciences or studies has slowly increased over the past decades. However, the Islamic community has not felt their graduates’ impact other than as teachers or religious personnel. In fact, if the criteria used to assess Islamic education is the growth of a genuine, original, and adequate Islamic thought or intellectualism, then most of these institutions have failed to provide such an education. I examine the goals and curriculum of higher Islamic education and the conditions conducive for the growth of intellectualism. I arg

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Hashim, Rosnani. "Intellectualism in Higher Islamic Traditional Studies." American Journal of Islam and Society 24, no. 3 (2007): 92–115. http://dx.doi.org/10.35632/ajis.v24i3.426.

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The number of faculties and universities offering Islamic traditional sciences or studies has slowly increased over the past decades. However, the Islamic community has not felt their graduates’ impact other than as teachers or religious personnel. In fact, if the criteria used to assess Islamic education is the growth of a genuine, original, and adequate Islamic thought or intellectualism, then most of these institutions have failed to provide such an education. I examine the goals and curriculum of higher Islamic education and the conditions conducive for the growth of intellectualism. I arg

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11

Meadows, Laura. "Honoring the Paradox of Education." Journal of Communication Inquiry 42, no. 3 (2018): 284–89. http://dx.doi.org/10.1177/0196859918766799.

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This essay calls for academics to engage in a more publicly-focused, community-centered intellectualism. Highlighting James Baldwin’s role as a public intellectual in the civil rights movement of the tumultuous 1960s as a model, the essay argues for academics to leverage popular media to reach broader audiences, communicate truthfully but provocatively, and work with and within local communities.

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12

Eigenberger, Martin E., and Karen A. Sealander. "A Scale for Measuring Students' Anti-Intellectualism." Psychological Reports 89, no. 2 (2001): 387–402. http://dx.doi.org/10.2466/pr0.2001.89.2.387.

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Two studies were conducted which report the development and testing of the Student Anti-Intellectualism Scale, designed as a measure of anti-intellectual attitudes in students enrolled in higher education. The first study analyzed an initial 25-item scale to assess internal consistency and factorial structure. The second study examining a final version of the scale was conducted to test reliability and factorial structure, in addition to assessing evidence of construct validity. The second study also assessed temporal stability and social desirability response set. The studies indicated the sc

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13

Park, David W., and Dane S. Claussen. "Anti-Intellectualism in American Media: Magazines and Higher Education." Academe 90, no. 5 (2004): 78. http://dx.doi.org/10.2307/40252685.

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14

Iskakova, Lyaila, Zhanyl Madalieva, Shirinkyz Shekerbekova, et al. "Theoretical Aspects of Future Teachers Intellectuality Development." Czech-polish historical and pedagogical journal 11, no. 2 (2019): 157–70. http://dx.doi.org/10.5817/cphpj-2019-028.

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The purpose of the study is to identify the main problems and prospects of the education system in the context of innovative development, as well as the intellectualism of future teachers. The authors of the article conducted a factor analysis of the ongoing reforms in the education system. The transition of the economy to the innovative way of development and the overall socio-economic situation in Kazakhstan and other countries requires a rethinking of some priorities prevailing in politics and focusing on building a new type of society based on the development and mutual integration of thre

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15

Stratford, Robert. "Response to Michael’s piece on anti-intellectualism." Educational Philosophy and Theory 51, no. 4 (2018): 364–65. http://dx.doi.org/10.1080/00131857.2018.1462943.

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16

Spaulding, Cheryl L. "Addressing the charges of anti‐intellectualism and irrelevancy in teacher education." Teacher Educator 24, no. 1 (1988): 2–9. http://dx.doi.org/10.1080/08878738809554927.

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17

Heller, Rafael. "The Editor’s Note: A republic of dunces?" Phi Delta Kappan 101, no. 7 (2020): 4. http://dx.doi.org/10.1177/0031721720917505.

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At a time when conspiracy theories and willful ignorance have flooded our politics and public life, it’s worth asking how our schools have wrestled with anti-intellectualism over the years. As Johann Neem and other contributors to this issue of Kappan explain, it has been a very long time since our policy makers and school system leaders shared a consensus on the merits of providing every child with a liberal education.

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18

Young, Russell L., and MyLuong T. Tran. "Vietnamese Parent Attitudes Toward Bilingual Education." Bilingual Research Journal 23, no. 2-3 (1999): 225–33. http://dx.doi.org/10.1080/15235882.1999.10668688.

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19

Le, Minh Thi Hong. "The reality of Vietnamese language teaching and Vietnamese Studies education in Korea." Science and Technology Development Journal 18, no. 2 (2015): 70–80. http://dx.doi.org/10.32508/stdj.v18i2.1194.

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Over 20 years of Korea-Vietnam relationship, Korea has become the biggest investor in Vietnam, and Vietnam the forth on the list of Korea’s most important partners. There are over 135,000 Koreans living in Vietnam and out of 123,000 Vietnamese living and working in Korea, there are 40,000 Vietnamese wives to Korean husbands. Currently, in Korea there are 4 universities that have faculties or departments of the Vietnamese language or of Vietnamese Studies, with a large number of alumni who have successfully found jobs. Demand is higher than supply capacity. Vietnamese proficiency is not only es

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20

Reise, Carsten, and Luan Phan. "Sustainable Manufacturing in Vietnamese Engineering Education – Approaches from the Vietnamese-German University." Procedia CIRP 40 (2016): 341–46. http://dx.doi.org/10.1016/j.procir.2016.01.059.

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21

Schlessinger, Sarah. "Focus on Middle School: Inquiry and Intellectualism: Professional Development for Inclusive Education." Childhood Education 90, no. 6 (2014): 458–61. http://dx.doi.org/10.1080/00094056.2014.983022.

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22

Rector-Aranda, Amy. "Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational–Cultural Theory." Journal of Teacher Education 70, no. 4 (2018): 388–400. http://dx.doi.org/10.1177/0022487118786714.

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Cammarota and Romero describe how they utilized a framework they call critically compassionate intellectualism (CCI)—a trilogy of critical pedagogy, authentic caring, and social justice–oriented curriculum—to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and curriculum in teacher education and other settings, especially those committed to a mission of educational justice for our most disadvantaged students. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framew

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23

Darnell Cole. "Debunking Anti-Intellectualism: An Examination of African American College Students' Intellectual Self-Concepts." Review of Higher Education 34, no. 2 (2010): 259–82. http://dx.doi.org/10.1353/rhe.2010.0025.

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24

Selamat, Kasmuri. "ANTARA TRADISIONALIS DAN MODERNIS: PEMIKIRAN PENDIDIKAN K.H. AHMAD DAHLAN." Ta'dib 22, no. 2 (2019): 75. http://dx.doi.org/10.31958/jt.v22i2.1637.

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The early twentieth century Islamic education was not firmly looking into the aspect of knowledge. What the Islamic world have seen for centuries is the practice of separation between faith, knowledge and intellectualism. In other words, the education system professed a dualism which was without precedence in the Islamic world. Both of the education systems had their own weakness. Under the western education systems the Islamic World practiced a type of education which more emphasized the aspects of intellectualism, which is more towards materialism rather than faith. While the other which is

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25

Wisarja, I. Ketut, and I. Ketut Sudarsana. "REFLEKSI KRITIS IDEOLOGI PENDIDIKAN KONSERVATISME DAN LIBRALISME MENUJU PARADIGMA BARU PENDIDIKAN." Journal of Education Research and Evaluation 1, no. 4 (2017): 283. http://dx.doi.org/10.23887/jere.v1i4.11925.

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The general assumption is that education as a means of acquiring knowledge and knowledge is not indisputable, but the notion that education is available only in the formalist environment is naïve, as it excludes other possibilities where education is also derived from non-formal (andragogic) educational models such as; education pasraman, ashram, pesantren, and so forth. Conservative paradigm with all its attributes, such as; educational fundalism, educational intellectualism, and educational conservatism, basically more towards the attainment of a quo-vadis form of education and harmonization

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26

Tran, Ly Thi, Mai Ngo, Nhai Nguyen, and Xuan Thu Dang. "Hybridity in Vietnamese universities: an analysis of the interactions between Vietnamese traditions and foreign influences." Studies in Higher Education 42, no. 10 (2017): 1899–916. http://dx.doi.org/10.1080/03075079.2017.1376872.

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27

Fattah, Mohamed Abdel. "Higher Islamic Education and the Development of Intellectualism in Egypt: Case of Al-Azhar Education System." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 2, no. 2 (2019): 149–59. http://dx.doi.org/10.53449/ije.v2i2.88.

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Higher Islamic Education in Egypt passed through many stages between strength and weakness, but what that cannot be denied is that there is an intellectual development that took place in this education due to different factors and reasons which influenced this development both negatively and positively. In the past, Islamic education was predominantly theological but the condition changed to the extent that the system became a twinning of general public education with Islamic studies education represented in Al-Azhar. Islamic education in Egypt thrived during the seventh to tenth centuries whe

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28

Nguyen, Xuan-Truong. "Vietnamese American Students Negotiate Technology and Education." International Journal of Technology, Knowledge, and Society 7, no. 6 (2012): 45–58. http://dx.doi.org/10.18848/1832-3669/cgp/v07i06/56244.

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29

Tran, Anh. "Vietnamese Language Education in the United States." Language, Culture and Curriculum 21, no. 3 (2008): 256–68. http://dx.doi.org/10.1080/07908310802385923.

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30

ISMAIL SOOLIMAN, QURAYSHA BIBI. "Know to Change: Intellectualism, gatekeeping and knowledge production." Journal of Decolonising Disciplines 1, no. 2 (2021): 71–86. http://dx.doi.org/10.35293/jdd.v1i2.31.

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In order to know how to change one must be able to acknowledge what one does not know. The curriculum cannot be decolonised if those who manage its very problematic existence do not know, understand, or exhibit an inclination towards what needs to be transformed and what needs to be decolonised. This is because no effort is then made to acquire the necessary skills, approaches or knowledge. Central to knowledge production of relevance is the development of a critical consciousness and a recognition that education is politics, where the decolonisation process is imagined, whilst being cognisant

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31

Tan, Poh. "Vietnamese Consortium Fellowship." SFU Educational Review 12, no. 3 (2019): 146–47. http://dx.doi.org/10.21810/sfuer.v12i3.1079.

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On August 7, 2019, Dr. Allan Mackinnon and the Faculty of Education welcomed back five Vietnamese Consortium Fellowship Program alumni and their spouses to share discussions on how the program impacted and influenced their role as a teacher in Vietnam.

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32

Thi Nguyen, Bao Trang, Stephen H. Moore, and Vu Quynh Nhu Nguyen. "Coping strategies of Vietnamese overseas-trained returnees to do research in home university contexts." International Journal of Comparative Education and Development 23, no. 3 (2021): 242–59. http://dx.doi.org/10.1108/ijced-10-2020-0072.

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PurposeThis study focuses on Vietnamese international students who returned from their overseas doctoral education to home universities in Vietnam (henceforth Vietnamese overseas-trained returnees). The purpose is to explore the experience of these returnees “doing research” (i.e. being research active) when resuming a lecturing role at a Vietnamese regional university. In the context of research now receiving heightened attention in both the wider global higher education (HE) discourse and the Vietnamese HE sector, this study is timely and provides valuable insights.Design/methodology/approac

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33

Tran, My Luong T. "Maximizing Vietnamese Parent Involvement in Schools." NASSP Bulletin 76, no. 540 (1992): 76–79. http://dx.doi.org/10.1177/019263659207654013.

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34

Frunzaru, Valeriu, Elena Mădălina Vătămănescu, Patrizia Gazzola, and Ettore Bolisani. "Challenges to higher education in the knowledge economy: anti-intellectualism, materialism and employability." Knowledge Management Research & Practice 16, no. 3 (2018): 388–401. http://dx.doi.org/10.1080/14778238.2018.1493368.

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35

Nguyen, Van Hien, Vu Bich Hien Nguyen, Thi Mai Huong Vu, Thi Kim Hue Hoang, and Thi Minh Nguyet Nguyen. "Vietnamese Education System and Teacher Training: Focusing on Science Education." Asia-Pacific Science Education 6, no. 1 (2020): 179–206. http://dx.doi.org/10.1163/23641177-bja10001.

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Abstract This article introduces the reader to past, current, and future trends in science teacher preparation and professional development in Vietnam. The authors rely on document analysis for data collection and focused analysis to describe the general education system and the mechanisms for teacher training in Vietnam from the past to the present. Research questions focused on exploring changes in the organization of the education system over time, identifying advances that have been made, and describing what challenges teacher education faces today. In addition, this paper offers a special

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36

Doan, Dung Hue. "Moral education or political education in the Vietnamese educational system?" Journal of Moral Education 34, no. 4 (2005): 451–63. http://dx.doi.org/10.1080/03057240500414733.

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37

THACKER, RUSSELL S., and SYDNEY FREEMAN. "“When I Show Up”: Black Provosts at Predominantly White Institutions." Harvard Educational Review 91, no. 2 (2021): 157–78. http://dx.doi.org/10.17763/1943-5045-91.2.157.

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Representations of Black leaders in the provost position are few, which speaks to historic views on Black intellectualism, barriers to administrative service, and a lack of professional networks and mentors. In this essay, Russell S. Thacker and Sydney Freeman Jr. examine the lived experiences of thirteen current and former Black provosts at predominantly White institutions and outline strategies to help other aspiring leaders of color prepare for senior administrative positions in higher education. They highlight the unique barriers faced in the preparation and service of Black provosts and a

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38

Pismennaya, E. E., S. V. Ryazantsev, Luong Dinh Hai, and G. N. Ochirova. "Quality of life and education in Russia as seen by Vietnamese students." Alma mater. Vestnik Vysshey Shkoly, no. 11 (November 2020): 20–28. http://dx.doi.org/10.20339/am.11-20.020.

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Examines the features of educational migration from Vietnam to Russian universities in the years of 1990–2020. Factors that hinder formation of stable attitudes and large-scale migration flows of Vietnamese youth to Russian universities are highlighted. Attitude of Vietnamese students to the quality of life and the quality of education in Russia is established on the basis of sociological methods. Identified the key issues in daily life of Vietnamese students during the COVID-19 pandemic. Recommendations are proposed for changing situation with position of Vietnamese students in the Russian la

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39

Thi Ha, Tran. "Nationality in Vietnamese Limitary Terminology." American Journal of Educational Research 6, no. 5 (2018): 461–67. http://dx.doi.org/10.12691/education-6-5-15.

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40

Le, Anh T., and Barbara Y. LaCost. "Vietnamese Graduate International Student Repatriates: Reverse Adjustment." Journal of International Students 7, no. 3 (2017): 449–66. http://dx.doi.org/10.32674/jis.v7i3.203.

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The purpose of this study is to explore the experiences of Vietnamese international students who have returned to Vietnam after graduation from a U.S. higher education institution. The findings suggest that participants found it harder to readjust to Vietnam than to adjust to the U.S. even though they had lived most of their lives in Vietnam. Time in the U.S. had changed them considerably, making it difficult for them to fit back into their old lives in Vietnam. Most of them did not expect to experience reserve culture shock, and most had made real efforts to fit back into the Vietnamese envir

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41

Phùng, Thanh. "Grounding the transnational: A Vietnamese scholar’s autoethnography." Research in Comparative and International Education 15, no. 3 (2020): 217–33. http://dx.doi.org/10.1177/1745499920946225.

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Departing from the dominant trend of favoring flexibility, flattened relations, and deterritorialization in featuring the transnational, this autoethnographic inquiry theorizes and exemplifies how the gravity of place may give rise to the evolvement of scholarship in the context of transnational mobility. I examine my own career trajectory to demonstrate how groundedness results from the dynamics between displacement and emplacement. While recounting my experience of moving back and forth between Western universities and my home institution in Vietnam, I explore issues such as the nation build

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42

Griffin, Patrick, and Mai Thi Thanh. "Reading achievements of Vietnamese Grade 5 pupils." Assessment in Education: Principles, Policy & Practice 13, no. 2 (2006): 155–77. http://dx.doi.org/10.1080/09695940600703936.

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43

Griffin, Patrick. "Mathematics achievement of vietnamese grade 5 pupils." Asia Pacific Education Review 8, no. 2 (2007): 233–49. http://dx.doi.org/10.1007/bf03029259.

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44

ZieliĹ„ski, PaweĹ‚. "The Education of the Vietnamese Minority in Poland." Studia Edukacyjne 33 (2014): 393–412. http://dx.doi.org/10.14746/se.2014.33.20.

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45

Wu, Ya-Ling. "Vietnamese Immigrant Women's Learning in Taiwanese Higher Education." Procedia - Social and Behavioral Sciences 106 (December 2013): 3297–302. http://dx.doi.org/10.1016/j.sbspro.2013.12.381.

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46

Than, Nguyen Thi. "Awareness of Vietnamese Primary Schoolteachers on Environmental Education." International Research in Geographical and Environmental Education 10, no. 4 (2001): 429–44. http://dx.doi.org/10.1080/10382040108667456.

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Griffin, Patrick, and Phan Nguyet Anh. "Assessment of creative writing in Vietnamese primary education." Asia Pacific Education Review 6, no. 1 (2005): 72–86. http://dx.doi.org/10.1007/bf03024969.

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48

Choi, Daeheon, Chune Young Chung, and Ha Truong. "Return on Education in Two Major Vietnamese Cities." Sustainability 11, no. 18 (2019): 4903. http://dx.doi.org/10.3390/su11184903.

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To maintain its sustainable productivity growth, Vietnam needs to upgrade its education system. Although studies have examined the return on schooling in Vietnam, none have focused on Hanoi (the capital) or Ho Chi Minh (the biggest economy), which differ markedly from the rest of the country in terms of their levels of education and development. We address this gap in the literature using an extended version of the classic Mincerian human capital equation and data from the latest Vietnam Household Living Standard Survey (2016). The Heckman two-stage method is used to address selection bias. In

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49

Tran, Anh-Dao, and Hanna Ragnarsdottir. "Students of Vietnamese Heritage." International Journal of Bias, Identity and Diversities in Education 3, no. 2 (2018): 15–30. http://dx.doi.org/10.4018/ijbide.2018070102.

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Studies of immigrant students in upper secondary school in Iceland often highlight low attendance rates and early school departure. This article interrogates this view through an exploration of the perspectives of 13 students of Vietnamese heritage in two upper secondary schools. The article mobilizes multicultural education which sees education as inclusive, insisting on valuing diversity and equal opportunity regardless of gender, religion, belief, ethnicity, race, socioeconomic status, disability, or other statuses. Analysis of interviews shows that students, despite their positive feelings

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50

Nguyen, Thi Quynh Trang. "Conducting semi-structured interviews with the Vietnamese." Qualitative Research Journal 15, no. 1 (2015): 35–46. http://dx.doi.org/10.1108/qrj-04-2014-0012.

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Purpose – The purpose of this paper is to discuss several cultural and psychological aspects that the author experienced in the interview fieldwork with Vietnamese and the strategies to deal with these methodological issues. It aims to assist non-Vietnamese researchers planning their qualitative fieldwork with Vietnamese participants. Design/methodology/approach – The results are drawn from using an autoethnographic approach, in which the author presents and analyses the experiences of conducting individual semi-structured interviews with 15 Vietnamese college teachers in the PhD qualitative s

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