Alief and Implementer: A New Approach to Education Policy Implementation Research

Zhu Hongyang

doi:10.16382/j.cnki.1000-5560.2019.06.012

Volume 37 Issue 6

Dec. 2019

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Zhu Hongyang. Alief and Implementer: A New Approach to Education Policy Implementation Research[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(6): 131-136. doi: 10.16382/j.cnki.1000-5560.2019.06.012

Citation:

Zhu Hongyang. Alief and Implementer: A New Approach to Education Policy Implementation Research[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(6): 131-136. doi: 10.16382/j.cnki.1000-5560.2019.06.012

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Alief and Implementer: A New Approach to Education Policy Implementation Research

doi: 10.16382/j.cnki.1000-5560.2019.06.012

Zhu Hongyang

School of Education Science, Nanjing Normal University, Nanjing 210097, China

Publish Date: 2019-11-20

Abstract

Abstract

Alief has been the frontier research subject in the field of philosophy and cognitive science in recent years. It is a mental state with associatively-linked content that is representational, affective and behavioral. In the existing study of education policy implementation, the study of individual implementer is based on the assumptions of belief-implementation and desire-implementation, but the effectiveness of these studies is questionable when they are used to analyze the behavior of policy implementers in specific situations. The implementation of education policies depends on the implementation of individual implementers in the specific educational situation. The introduction of alief provides a new assumption of alief-implementation for the study of education policy implementation. The preliminary exploration of the R-A-B analysis model based on the alief theory provides a new approach to the study of education policy implementation.
- alief,
- education policy,
- policy implementation,
- education policy implementation

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References(16)

References

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