Suchergebnisse

This book examines the multiple relationships between education, pedagogy, and social change in Latin America and beyond through a discussion of critical theory in education and its uses in Latin American society today. An international group of contributors discuss both individual countries and the region as a whole

AbstractIn this paper, we draw attention to several important tensions between Kant's account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant's behalf. We argue that, while it might look like Kant has to abandon his commitment to either moral education or transcendental idealism, there is a way in which he can maintain both.

Due to fast globalization development, the place of bilingual education becomes rather drastic, gaining the role of an urgent importance in modern society which daily puts out the solutions for the educational demands. Mass bilingualism, deformation of the linguistic situation, conflict of speech problems can have consequences of social consolidation loss, dangerous processes of assimilation both linguistic and national-cultural. The purpose of this study is an attempt to investigate the phenomenon of bilingualism, the causes of its origin; to show some aspects of the problem of bilingualism, which is the key to solving the whole complex of problems through modern innovative teaching methods related to the functioning of languages in Ukraine as well as abroad. The analysis of recent research methods and publications have been trying to reveal this issue and find a sound solution for it. Modern Ukrainian researchers are paying close attention to bilingual education. Foreign experience in this area was analyzed by many wise scholars and their apprentices. The problem of multilingualism is of particular importance today because it is primarily caused by socio-economic and political changes in the world that require the more active involvement of different countries in the global geopolitical multicultural dialogue. One of the factors in activating such a dialogue is the need to be fluent in at least one foreign language, which has led to the emergence of such a phenomenon in the world of educational practice, as bilingual education. To solve this problem, one must take into an account the whole complex of features of the language and different aspects of the relation of the cultural components of the language with its levels. For Ukraine, the development of bilingual education is driven, first and foremost, by a general tendency towards integration into the European space, a desire for cultural dialogue and intercultural communication. Key words: bilingualism, bilingual education, methods, programs, approaches

Due to fast globalization development, the place of bilingual education becomes rather drastic, gaining the role of an urgent importance in modern society which daily puts out the solutions for the educational demands. Mass bilingualism, deformation of the linguistic situation, conflict of speech problems can have consequences of social consolidation loss, dangerous processes of assimilation both linguistic and national-cultural. The purpose of this study is an attempt to investigate the phenomenon of bilingualism, the causes of its origin; to show some aspects of the problem of bilingualism, which is the key to solving the whole complex of problems through modern innovative teaching methods related to the functioning of languages in Ukraine as well as abroad. The analysis of recent research methods and publications have been trying to reveal this issue and find a sound solution for it. Modern Ukrainian researchers are paying close attention to bilingual education. Foreign experience in this area was analyzed by many wise scholars and their apprentices. The problem of multilingualism is of particular importance today because it is primarily caused by socio-economic and political changes in the world that require the more active involvement of different countries in the global geopolitical multicultural dialogue. One of the factors in activating such a dialogue is the need to be fluent in at least one foreign language, which has led to the emergence of such a phenomenon in the world of educational practice, as bilingual education. To solve this problem, one must take into an account the whole complex of features of the language and different aspects of the relation of the cultural components of the language with its levels. For Ukraine, the development of bilingual education is driven, first and foremost, by a general tendency towards integration into the European space, a desire for cultural dialogue and intercultural communication. Key words: bilingualism, bilingual education, methods, programs, approaches

Due to fast globalization development, the place of bilingual education becomes rather drastic, gaining the role of an urgent importance in modern society which daily puts out the solutions for the educational demands. Mass bilingualism, deformation of the linguistic situation, conflict of speech problems can have consequences of social consolidation loss, dangerous processes of assimilation both linguistic and national-cultural. The purpose of this study is an attempt to investigate the phenomenon of bilingualism, the causes of its origin; to show some aspects of the problem of bilingualism, which is the key to solving the whole complex of problems through modern innovative teaching methods related to the functioning of languages in Ukraine as well as abroad. The analysis of recent research methods and publications have been trying to reveal this issue and find a sound solution for it. Modern Ukrainian researchers are paying close attention to bilingual education. Foreign experience in this area was analyzed by many wise scholars and their apprentices. The problem of multilingualism is of particular importance today because it is primarily caused by socio-economic and political changes in the world that require the more active involvement of different countries in the global geopolitical multicultural dialogue. One of the factors in activating such a dialogue is the need to be fluent in at least one foreign language, which has led to the emergence of such a phenomenon in the world of educational practice, as bilingual education. To solve this problem, one must take into an account the whole complex of features of the language and different aspects of the relation of the cultural components of the language with its levels. For Ukraine, the development of bilingual education is driven, first and foremost, by a general tendency towards integration into the European space, a desire for cultural dialogue and intercultural communication. Key words: bilingualism, bilingual education, methods, programs, approaches

Timor-Leste is a classic example of a post-conflict fragile state. Political will and popular enthusiasm rapidly restored a shattered education system but as donor interest wanes the new state cannot deliver services. Adapted from the source document.

This incisive Handbook brings together a wealth of innovative research from international curriculum and education experts to ask the question: what knowledge should be taught in school, how should it be taught, and for what purpose? Providing a comprehensive account of curriculum history, philosophy, and recent theoretical developments, the Handbook explores timely debates concerning the national curriculum in countries across Asia, Australasia, Eastern and Western Europe and countries in the American continents such as Brazil and Canada. Chapters delve into the relationship between curriculum and democracy, focusing on specific school subjects to examine what the recontextualisation of rational knowledge means for subject selection and design. Opening up a three-way conversation between Didaktik theory, social realism, and cognitive psychology, the Research Handbook puts forward a novel and powerful research programme in curriculum studies. This innovative Handbook will be an indispensable resource for academics and postgraduate students of curriculum studies, education policy, and education management. Its discussion of new generative research programmes will also benefit education policy makers and analysts

Cover -- Title Page -- Copyright -- Contents -- Acknowledgements -- Part I Context -- Chapter 1 Disasters and Learning -- 1.1 Hazard -- 1.2 Disaster -- 1.3 Disasters Are Socially Constructed -- 1.4 Disasters and Communities -- 1.5 Learning -- References -- Chapter 2 Disaster ECE -- 2.1 Disaster Education -- 2.1.1 Defining Disaster Education -- 2.1.2 Modes of Disaster Education -- 2.1.3 Learning Relationships -- 2.2 Disaster Communication -- 2.2.1 Risk Communication -- 2.2.1.1 Risk -- 2.2.1.2 Risk Perception -- 2.2.1.3 Trust -- 2.2.1.4 Communicating Risk -- 2.2.2 Crisis Communication -- 2.2.2.1 Early Warning -- 2.2.2.2 Response -- 2.2.2.3 Recovery -- 2.2.2.4 Between Agencies -- 2.3 Engagement -- 2.3.1 Public Participation Spectrum -- 2.3.2 Crowdsourcing -- 2.3.3 Citizen Science -- 2.3.4 Community Participatory Disaster Risk Assessment -- 2.3.5 Volunteered Geographic Information -- 2.4 Disaster ECE -- References -- Chapter 3 ECE Across the Disaster Management Cycle -- 3.1 'The Disaster Management Cycle' -- 3.2 Mitigation -- 3.2.1 Disaster Risk Analysis -- 3.2.2 Risk Awareness -- 3.2.3 Mitigation Options -- 3.3 Preparedness -- 3.3.1 Preparedness Guides -- 3.3.2 Emergency Plans -- 3.3.3 Campaigns -- 3.3.4 Learning Methods -- 3.4 Early Warning -- 3.5 Response -- 3.5.1 News Media -- 3.5.2 Social Media -- 3.6 Recovery -- 3.7 Lessons Learned -- 3.8 Reconstruction -- References -- Chapter 4 The Importance and Usefulness of Disaster ECE -- 4.1 Inputs -- 4.2 Activities -- 4.3 Outputs -- 4.4 Short-Term Impacts -- 4.5 Intermediate Impacts -- 4.6 Outcomes -- References -- Chapter 5 Exploring Relevant Research Fields -- 5.1 Disaster Resilience -- 5.1.1 The Resilience Concept -- 5.1.2 Disaster ECE and Resilience -- 5.2 Disaster Psychology -- 5.2.1 Risk Awareness and Perception -- 5.2.2 Previous Experience and Local Knowledge -- 5.2.3 Preparedness.

This article traces the history of the develop ment of higher educational opportunities f or women in the United States. The first part shows that the development of higher education for women has been closely related to the economy's need for female workers with particular skills and to the financial needs of colleges and universities. Secondly, it documents that neither the difference between the educa tional resources offered to men and women, nor the gap be tween the income going to men and women with the same level of educational attainment, has been significantly reduced. The second half of the article illustrates how institutions of higher education have generally been characterized by the competitive, egotistical, and entrepreneurial culture to which men have been socialized. It then portrays an alternative culture, a culture of cooperation, community, and creativity. The history of women's higher education sketched in this paper suggests that neither educational equality for women nor a cooperative hybrid model of social relations is likely to be realized within the present economic structure. Persons who want academia or any other sphere of life to be charac terized by cooperative, egalitarian social relations need to actively concern themselves with questions regarding the nature of the economy and its influence on every aspect of human life and social relations within our society.

AbstractIn an important 1984 paper, "The Moral Education Theory of Punishment," Jean Hampton argues that the practice of inflicting painful criminal punishments is justified only if punishment is morally educative. Hampton's suggestion forms the point of departure for this article on Dostoevsky'sCrime and Punishment. I show that Dostoevsky agrees with Hampton that punishment should aim at moral reform; however, Dostoevsky presents no evidence that self-punishment or legal punishment reliably cultivates respect for law, legal authority, oneself, or others as moral agents. Instead, Dostoevsky's post-Siberian writings are highly critical of Russian criminal justice, and emphasize that moral education comes through dialogue, reflection, and criticism. This highly individualized treatment may be experienced as painful, but it does not have to result from, and it may even be impeded by, legal "hard treatment."

AbstractThis paper contends that Locke's educational writings are more robust in their commitment to autonomy than recent assessments of Locke as a theorist of "disciplinary liberalism" suggest. While Locke's account of parental power is conflicted, it is mostly compatible with a liberal, child-responsive approach to education. Insofar as Locke develops a pedagogy sensitive to the pupil's temperament and his rights as a child, he articulates a nuanced understanding of autonomy, shown to be a product of the individual's participation in a community of rational beings. Complicating both received understandings of Lockean liberalism as atomistic and newer claims about the dark forces of socialization it unleashes, this paper gleans from Lockean education the potential of a socially embedded subject, who looks both within and without himself to cultivate a posture of considerable critical independence.

Provides a comparison of the transportation‐logistics education situation in Canada with the more gloomy one in the USA.