Suchergebnisse

American Romanticism, Education, and Social Reform argues that American Transcendentalism was an attempt to institutionalize and popularize Romantic literary practice. The Transcendentalists tried to make Romantic education "the generating idea of society itself," so self-reliance needed to become a cultural practice available to everyone.

Annotation This book includes a set of rigorously reviewed world-class manuscripts addressing and detailing state-of-the-art research projects in the areas of Engineering Education, Instructional Technology, Assessment, and E-learning. The book presents selected papers form the conference proceedings of the International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning (EIAE 2006). All aspects of the conference were managed on-line.

The contemporary system of science, research and high education need a new approach concerning engineers' education because of the accelerated technological development. One of the main task remains the reinvention of education which shall make a new strategy for development (Arciszewski, 2009). At the beginning of the 21st century the new age of creativity and innovation is broken out (Prahalad, Krishnan 2010). And the new creative and innovative attitude concerns also the new destination of knowledge and education and the new definition of the essential outcomes of science, research and education in the future. One of the most important subject in this context is the necessity to elaborate a new orientation concerning the question of competencies' formation adequately to the new forms and structures of the informational and knowledge-based society. In particular this applies to the key or core competencies as an expression of the ability to self-realization and selfimprovement, to the social integration and employment, but also to the attitude as an active citizen. In according to the recommendation of the European Parliament (2006) concerning the key and core competencies the process of lifelong learning bases on the development of the informational, technological and engineer's, but also on the formation of the communicative, social and civil competencies as the components of the ability to implement the idea of lifelong learning.The other principal question concerns the importance of innovations. The knowledge-based society and economy suppose a permanent process of development and implementation of innovations, which are at the same time the decisive and determinant element of social, economic, technological and cultural development. This interdependence concerns the principal – connected and dependent to each other – areas of the modern society and culture: economy, medias and science from the one, and education, social supporting and social communication from the other hand. The degree or level of innovations but also the innovations deficit in these areas has directly a bearing on the condition and function of the whole system. These assumptions demarcate the stages in the following analysis but also the works in the two different basic-research projects elaborated at the Humanities' Department the Wroclaw University of Technology in form of two humanistic laboratories on the point of junction between humanities, social science, culture studies, pedagogics and engineering science: "Competencies' Lab" and "Innovations' Lab". The both – competencies and innovations – complement and condition each other with regard to the improvement of the creative potentiality in research and teaching/learning process, and with the high education herself as an interdisciplinary subject of research and studies (Kwiek 2010). KEYWORDS: key and core competencies; humanities and engineers high education; transdisciplinary / comparative education and research

The European university market in land surveying and land management is diversified. In many countries MSc programmes have a strong geomatic profile. In the Nordic countries the BSc and MSc engineering programmes integrate geomatics, land legislation, land policies, planning, real estate economics and property management. Such diversity is attractive for youngsters in choosing their university studies. The European Bologna Process is challenging the national educational systems, aiming at a more integrated educational market in Europe. The mobility of students is encouraged, by changing universities from the BSc to the MSc level, as well as for the PhD level. The university market has also become diversified at a national level, with an increase of new universities and university colleges. In Sweden the market was deregulated in 1993, leading to a diversification of BSc and MSc programmes in GIS, land surveying and land management. Five universities are today offering such programmes, compared to one before the 1990's. Each university has to find its recruitment area and educational profiles. Examples are given of current changes in the Swedish university systems.

Intro -- Contents -- Preface -- 1. National Socialism and the Modern Malaise -- The Demise of the Autonomous Individual -- The Secular State and the Search for Meaning -- 2. National Socialism as a Metaphysical System -- The Historical Roots of the "Germanic Ideology -- National Socialism and the Metaphysics of History -- The Evolution of Hitler's Educational Thought -- 3. The Apocalyptic Function of History in the National Socialist Schools -- The Organization and Design of the Textbooks -- The Heightened Tempo of the Textbooks -- The Earliest Germans: The Happy Accident of Nature -- The National Socialist Interpretation of History -- The Hero in History -- Nature, Struggle, and History -- 4. The Secular Religious Character of National Socialist History -- The History Textbook as a Record of Divine Revelation -- 5. Education for Regeneration: The "New Man" and the "New Woman -- The School and the "New Man -- National Socialism and Youth -- The Image and Education of the German Female -- 6. Educating for Membership in the Mystical Community: The Volksgemeinschaft -- Germanic Socialism: The Community of Blood -- The Militarized Society -- 7. Combating the Un-German -- The Educational Significance of Nazi Racialism -- The Ideological Foe: Marxism -- The Spiritual Foe: Christianity -- Ethnocentrism and German History -- Rationalism and Democracy -- 8. Conclusion -- Notes -- Preface -- Chapter One -- Chapter Two -- Chapter Three -- Chapter Four -- Chapter Five -- Chapter Six -- Chapter Seven -- Conclusion -- Selected Bibliography -- Primary Sources -- German History Textbooks and Other Historical Materials -- Primary Works Dealing with German Education -- Educational Newspapers and Periodicals -- Secondary Sources -- Books and Chapters in Books -- Journal Articles -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O.

The relationship between urban and rural areas cannot be considered a territorial antagonism. Not any more. The urban growth, the density of both building and population pushes the rural world into a dependent position commonly expressed in terms of lacking technology and scarce resources on political action. Additionally, for the first time in human history, the bulk of population occupies the urban areas. Nevertheless, since the «non-urban» type has conquered privileges as environmental reserve, the emergence of environmental issues has changed the social value of both rural and non-urbanized areas. Besides that the "rural world" now seems to be the holder of the traditions as well as the local identity values. In the present paper the main question can be sketched out in the following terms: in which way the urban growth has shifted the opposite urban-rural relationship into city-hinterland integration? This question is one step ahead of the dichotomy "modernity-tradition" and leads us to think in terms of "change-conservation" dichotomy. We must regard a city as a macro-organism that achieves and maintains its balance through an equitable distribution of functions: residence, public/private services, and leisure. To rule a city is to develop policies that promote the well-being and its citizen involvement. A city without participation is not sustainable and a city threatened by the scarcity of resources or by environmental risks becomes a frightened city. The public participation can't be a result of collective fear. We must think about the urban planning as a territorial planning of land uses. There is a democratic form of doing that: public participation and environmental concern as a civil value. We discuss in this work some questions on environmental ethics, contents to public campaigns of Sustainability education and we present a reflection about urban areas subjected to quick growth in Portugal. ; 4 figs ; 1 ; 10 pp ; DED/NESO ; 2008 ; Setembro

A Book Review on La Aventura Praxiológica. Ciencia, Acción y Educación Física Pierre Parlebas (Seville: Junta de Andalucía), 2017, 496 pages, ISBN: 978-84-89225-74-9 In 1959 Pierre Parlebas, just graduated from the Normal Higher School of Physical Education (ENSEP) in Paris, published his first, visionary article in response to an invitation from one of his former teachers: Éducation physique et éducation philosophique (Parlebas, 1959). In 1986 he successfully applied for the position of Professor in the Faculty of Social and Human Sciences of La Sorbonne, after receiving a State Doctorate in the same university, 2 years earlier, thanks to a piece of research in three volumes that put traditional sporting games in the front line of physical education and social sciences: Psychologie sociale et théorie des jeux: étude de certains jeux sportifs (Parlebas, 1985). In between these two biographical milestones, Parlebas built up an outstanding theory of human motricity, games and sports, and physical education whose inception and development are now fully accessible to Spanish readers thanks to this work: La aventura praxiológica. Ciencia, acción y educación física (The praxeological challenge. Science, action, and physical education). This volume of 496 pages, published thanks to the support of The Andalusian Regional Government, contains 32 articles selected and translated by the editor Raúl Martínez-Santos (Martínez-Santos, 2017), who groups them chronologically and thematically in seven parts. As he explains in a sound introduction in which Parlebas' thought and trajectory are wisely exposed and explored: "There is a chance that Parlebas be more famous that truly known, despite his sports classification is most popular and many of his concepts (i.e., motor conduct, motor situation, internal logic, sports games, etc.) already make part of the terminology of so many scholars and practitioners" (Parlebas, 2017).

Shipping list no.: 94-0294-P. ; Distributed to some depository libraries in microfiche. ; Cover title. ; Mode of access: Internet.