Asia Pacific Education Review (ASIA PAC EDUC REV )

Publisher: Sŏul Taehakkyo. Asia Tʻaepʻyŏngyang Kyoyuk Palchŏn Yŏnʼgudan, Springer Verlag

Description

  • Impact factor
    0.47
  • 5-year impact
    0.43
  • Cited half-life
    3.40
  • Immediacy index
    0.05
  • Eigenfactor
    0.00
  • Article influence
    0.16
  • Other titles
    Asia Pacific education review (Online), APER
  • ISSN
    1598-1037
  • OCLC
    318439420
  • Material type
    Document, Periodical
  • Document type
    Journal / Magazine / Newspaper, Computer File

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors own final version only can be archived
    • Publisher's version/PDF cannot be used
    • On author's website or institutional repository
    • On funders designated website/repository after 12 months at the funders request or as a result of legal obligation
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (The original publication is available at www.springerlink.com)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Globalization increasingly calls for comparing educational policies across countries. In this study, we assemble and analyze academic journal publications of the past decade in order to shape education policy research within an Asia-Pacific context. After examining Asia-Pacific research publication data from the Web of Science, we find a few stylized facts: (1) increasing research collaboration, (2) growing policy evaluation research, (3) swelling empirical research with quantitative methodology and (4) growing attention to higher education. Moreover, education stakeholders show exclusive interest on globalization, private tutoring, and language education policies within and across countries. Finally, we find a significant difference in research impact and diffusion between Asia-Pacific and American education policy studies. Further, we examine what determines research impact and diffusion. Our results indicate that research collaboration, national context, publication year and issue, policy area, and research methodology are significantly associated with publication citations. Based on the findings, we suggest useful implications for future directions on education policy research in an Asia-Pacific context.
    Asia Pacific Education Review 09/2014; 15(3).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The esteem historically attributed to the teaching profession in Japan is eroding and some Japanese teachers who identify with the ideal of being a ‘life educator’ are becoming disillusioned with teaching. While the stress and anxiety associated with teacher disillusionment has been researched from a Western perspective little is known about the work-related stress and anxiety experiences of Japanese teachers. Thus, this grounded theory qualitative details the teaching experiences of 14 Japanese high school teachers. The findings reveal that whereas only two teachers within the present study had actually achieved a ‘space in their heart’ where they were able to create a balance between the negative and positive forces operating within their teaching careers and home lives, this was a position that many other teachers strove towards.
    Asia Pacific Education Review 09/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: India, with the world’s second largest higher education system and a rapidly growing economy as one of the BRIC nations, faces significant challenges in building both capacity and excellence in higher education. India’s higher education system is characterized by “islands of excellence in a sea of mediocrity.” The mainstream universities are recognized as lacking in quality. Only the Indian Institutes of Technology and related institutions garner international recognition. This article analyzes the challenges facing India’s higher education system in the twenty-first century.
    Asia Pacific Education Review 06/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper offers a rehabilitation of the neglected eighteenth-century thinker and philosopher, Giambattista Vico (1668–1744), and defends the contemporary relevance of his construction of the wisdom of teaching. Reinventing the ancient traditions of European rhetoric, and reacting with great critical hostility to the pervasive educational influence of the thought and methods of Rene Descartes and his followers in the Jansenist movement, Vico’s major writings and public lectures sought to articulate a complete philosophy of education quite at variance with the styles of rationality and pedagogy favoured in the European Enlightenment. In his insistence on the key function of poetics, narrative, myth, religion, shared common sense, emotion, belonging and ritual in the formation of the educated person, Vico laid stress upon the role of the imagination and its nurture in the development of a properly enlarged and sympathetic rationality. With the implications for teaching methods, curriculum and the understanding and protection of the unique capacities of childhood, Vico has much to offer the philosophy and practice of modern education as it faces the multiple allures of hyperationality and the attenuated knowledge-economy account of its central aims and purposes.
    Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the knowledge society, there is a conflict between “education for profit” and “education for humanity.” Education for profit is needed for students’ economic survival and success in the knowledge economy. Education for humanity is needed for their existential lives worthy of human beings. This paper deals with the question of whether it is possible to educate for humanity in the knowledge society. First, I suggested a complemented concept of “education for profit in the broad sense,” transforming the knowledge society for a better one. Second, I discussed Biesta’s criticism of “cultivation of humanity,” defending using this term as a general and honorific sense. Finally, I explained how an expanded concept of education for profit in the broad sense is compatible with the cultivation of humanity. Education for profit in the broad sense, considering the disadvantaged in the social and political sense, is to teach virtues such as caring, compassion, justice, etc. Teaching various values in addition to economic value also contributes to the cultivation of humanity by enriching human life. Teaching various learning skills for continuous learning, “social capital” as well as intellectual knowledge, global citizenship, communal relationship, is to cultivate one’s self-learning capacity. I concluded the paper by reconsidering directions of liberal education in the knowledge society.
    Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Considering that achievement gaps have become a serious educational problem worldwide, the Ministry of Education in Taiwan has been addressing a series of policies to reduce achievement gaps, but the effect of these policies has not yet been carefully examined. Therefore, the present study investigated current educational policies, achievement gap phenomenon, and its changing trends in the use of national standardized tests in Taiwan and evaluated the degree to which these policies are reducing the achievement gaps among Taiwanese students. Junior high school graduates who took the high school entrance examination between 2004 and 2010 were recruited to examine the associations between their academic achievements and variables such as socioeconomic status (SES), ethnicity, and school district. Time series analyses were conducted to determine the longitudinal trends for the achievement gaps. The results revealed that achievement gaps are decreasing among different ethnicities, but they are increasing among different SESs and school districts. These findings demonstrate some positive effects of the educational policies introduced in Taiwan, but also the need for further modification and precise implementation of these policies. Suggestions for implementing educational programs and policies to reduce achievement gaps are also presented.
    Asia Pacific Education Review 01/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Studies (for example, Dellaportas in Making a difference with a discrete course on accounting ethics. J Bus Ethics 65(4):391–404, 2006; Saat in An investigation of the effects of a moral education program on the ethical development of Malaysian future accountants, 2010) on final year accounting students show that industrial training has a positive impact on the ethical development in a way that students improved in their ethical judgement after attending a 6-month training. Thus, this research aims to evaluate the influence of industrial training in the development of ethical awareness among final year students from a Malaysian public university. These students were from multiple academic backgrounds—engineering, science and social science. A pre and post study was adopted in order to achieve the objectives. A set of survey was distributed to students before and after they have attended industrial training. In assessing students’ ethical awareness, 15 business-related and workplace ethical situations were given and students had to rate their acceptance on these situations from not acceptable (1) to most acceptable (7). From the findings, it can be observed that although the level of ethical awareness among students is fairly good, industrial training has minimal impact in improving or developing students’ ethical awareness. The impact is such because students who undergone industrial training may have observed certain behaviour that they thought are acceptable in a workplace; this may have changed the way students perceived their acceptance on the situations.
    Asia Pacific Education Review 01/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this paper, the author investigates what kind of challenges contemporary pedagogy has confronted, focusing on the question of knowability of radical otherness of the educated and the makability of the human being through education. Starting from two different narratives reflecting on their personal educational relationships and their identity as an educator, the author sketches the contrasting development in the history of pedagogy from Comenius via Kant and Buber and expands on the pedagogical reception of the philosophy of the Other by Lévinas. Differing from the ego- and subject-centeredness of modern pedagogy, Lévinas proposes a rather humble concept of a subject who is always and already responsive to and responsible for the Other. Based on this contrast, the author suggests that modern educators can be freed from an all-knowing and almighty complex and get to a more sympathetic, sensitive, and ethical dimension for their pedagogical practice.
    Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Ever since the idea of the ‘knowledge society’ came into circulation, there have been discussions about what the term empirically might mean and normatively should mean. In the literature we can find a rather wide spectrum, ranging from a utilitarian interpretation of the knowledge society as a knowledge economy, via a more humanistic conception of the knowledge society as a knowledge sharing society, up to an explicitly political interpretation of the knowledge society as a knowledge democracy. Although in theory there is a wide range of interpretations and manifestations, in practice there has been a strong convergence towards the idea of the knowledge society as a knowledge economy. On this interpretation the particular task for education is seen as that of the production of flexible lifelong learners who are able to adjust and adapt to the ever-changing conditions of global capitalism. In this paper I raise the question how we might conceive of the educational task in light of the particular expectations that come from such an interpretation of the knowledge society. Against the idea that an adequate response requires that educators focus on the cultivation of the human being’s humanity, I challenge the humanistic underpinnings of the idea of education as cultivation. Instead, I suggest a different direction that moves the educational task away from the cultivation of the self towards the exposure towards the world.
    Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Against the widespread insistence that educational research should be ‘scientific’, I attempt to change the terms of the debate. Instead of asking whether research is robust and rigorous, and whether it ‘works’—all terms derived from the ‘scientific’ view—I argue that we should ask whether we can have confidence in research. This way of putting it enables us to place the idea of interpretation back at the centre of our understanding of education, and to see that when we have confidence in interpretation, it is because good interpretation has quite different qualities from scientific knowledge. At the centre of interpretation lies the idea of text and of responsiveness to text. Good interpretation requires good listening or ‘attentiveness’. It does not pretend to represent the world accurately and conclusively, as ‘scientific’ research does: it opens up space for conversation, and brings a world into being.
    Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: 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.
    Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The phrase “the two cultures debate” has a particular connotation in the British context. It was prompted by a lecture given in the 1950s by the novelist C.P. Snow. Snow’s first career had been in science, and he drew on his inside knowledge of that domain in a sequence of novels, known collectively as Strangers and Brothers, where he contrasted it with that of the arts and humanities. Attempts have been made to revive the two cultures debate on the grounds that it speaks freshly to the problems we currently face and helps to account for the repression of the humanities. My discussion will align the two cultures debate with other perhaps similar constructions of internal cultural conflict, including some reference to Korean Confucianism and Sirhak (sometimes described as pragmatism). It will, however, take issue with recent attempts to revive Snow’s categories, suggesting that this is a misidentification of the nature of the contemporary threat to the humanities. It will try to show where that threat comes from and how, through education, it might be resisted. This will involve reappraising the importance of works of art in understanding the place of technology in the development of the human. Education in the humanities requires no less.
    Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The article focuses on the notion and humanistic ideal of self-cultivation and self-transformation, for which the term Bildung is/was traditionally used in German educational thought. It is argued that the idea of Bildung, understood as human development and end-in-itself, is not a German exclusivity. However, to understand the specificity of the notion, it may be necessary to consider that German Enlightenment—Aufklärung—in which the term gained a lot of importance, came later in history than French, English, and Scottish Enlightenment. Whereas in the early Western Enlightenment period, freedom was understood as an outward, definitely political concept, in later German Enlightenment the predominant understanding of freedom was characterized by a rather aesthetic dimension, not outward but internal freedom. The shift from a political understanding of Enlightenment—like in France, and also England or Scotland—to German inwardness (“Innerlichkeit”), as realized by the concept of Bildung, can be—at least to a certain degree—interpreted as a desire of German intellectuals at the time to escape from a brutal and on the whole disappointing post-revolutionary world to a place where man could seek secular perfection: an escape toward inwardness.
    Asia Pacific Education Review 01/2014;
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    ABSTRACT: What is liberal education? How do its aims differ from those of either grammar or vocational education? Does it truly deserve its own supporting institution? In response to these questions, Arcilla develops a defense of the liberal arts college. He observes that all projects of formal learning presuppose that the learner possesses answers to three fundamental, existential questions: What is one’s nature? What is the good for beings of this nature? What facilitates this good? We develop better responses to these questions by engaging in liberal learning. The mission of the liberal arts college, then, is first and foremost to support this learning. With this idea of liberal learning and its college in mind, we may nonetheless wonder whether the existential knowledge it seeks is really something that can be learned. Arcilla articulates a version of humanism that illuminates the conditions of possibility for liberal learning and affirms this learning’s intrinsic value. At the same time, this philosophical theory requires for its verification that we engage in liberal learning. Arcilla calls the symbiotic partnership formed by liberal learning and humanism “humanist learning,” and he points out that it is this learning, which is crucial to our other kinds of education, that would be lost if society ceased to support genuine colleges of the liberal arts.
    Asia Pacific Education Review 01/2014;
  • Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: To provide more insights into inconsistent findings on the relationship of organizational commitment to effectiveness, this study conducted a questionnaire survey among 188 academics in Beijing. Analysis of survey responses suggested that organizational commitment presented significant relationships to performance and effectiveness. These relationships varied with the nature of commitment dimensions. Besides, performance mediated the relationships of commitment dimensions to effectiveness in teaching and research. These relationships could be partly explained with faculty’s personal goals, available resources, perceptions of reward/effort balance, and the contribution of teaching and research activities to teaching outcome and research output. These findings enrich the literature by identifying performance as an intervening variable in the relationship of organizational commitment to effectiveness. Meanwhile, these findings provide practical implications for the promotion of Chinese academics’ teaching outcome and research output.
    Asia Pacific Education Review 01/2014; 15(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: One of the tasks facing Japanese colleges and universities is to implement a continuum of effective educational programs in order to properly respond to the impact of globalization. Effective university educational programs are needed to construct a new higher education system for nurturing transferable learning skills and cultivating hope for the future among our youth. First, the present tasks of Japan’s just and caring society in an age of globalization are discussed in relation to the changing mission and role of our higher education. Second, the nature of liberal knowledge required in an age of uncertainty and polarization is examined with regard to the changing roles of undergraduate and graduate education and the drifting lifestyle of the Japanese. Third, the role of the generative and transferable type of knowledge and skills is explored with specific reference to John Dewey’s theory of reflective inquiry in precarious situations. The need for cultivating the mindset of “collaborative inquiry” is also emphasized for the education of hope among our youth. The purpose of this article is to propose that the search for the generative and transferable type of learning and inquiry in higher education will lay a foundation for preparing our youth for the challenges of the knowledge society and participating in the construction of a new type of just and caring community in our country.
    Asia Pacific Education Review 01/2014; 15(1).
  • Asia Pacific Education Review 01/2014;