Suchergebnisse

Artículo publicado en la Revista Venezolana de Investigación Educativa Año 7 - N° 14, Junio - Diciembre 2010 ; Hace más de doscientos años fueron publicadas las Cartas sobre la educación estética del hombre de Friedrich Schiller, eran los inicios de la sociedad burguesa y de la economía capitalista, los años inmediatamente posteriores a la Revolución francesa. En su obra reflexiona sobre la importancia de lo artístico y de lo estético en la educación del individuo y de la sociedad, no sólo como un asunto filosófico sino como un problema político, ya podía darse cuenta que se aniquilaba a los individuos para que el todo absoluto mantuviera su existencia. En nuestra contemporaneidad, la que por muchas razones se tiene como el presente que se inició en la década de los '60 y más específicamente en el Mayo del '68, se plantean problemas, salvando las distancias, semejantes a aquellos con los cuales se confrontó Schiller, no casualmente sus reflexiones son retomadas y desarrolladas por algunos autores de hoy, tanto en el ámbito político como en el ámbito estético, coincidiendo en la importancia de la educación estética contra los excesos de la razón política y comunicacional. ; Over two hundred years ago Letters on the Aesthetic Education of Manwas published by Friedrich Schiller. There was the beginning of the bourgeois society and the capitalist economy. Those same years immediately following the French Revolution. In his work, he reflected the importance of the artistic and the aesthetic education of the individual and society, not only as a matter of philosophy, but as a political problem, and he could see that individuals were annihilatedin order to preserve the anarchy existence. In our contemporary world, which for many reasons it is settled in the early 60's and more specifically on May 68, problems, similar to those which confronted Schiller, not coincidentally his thoughts are taken up and developed by some authors today, both in the political and the aesthetic realm, agreeing on the importance of aesthetic education against the excesses of political reasoning and communication. ; 15-33 ; alzuru@ula.ve

We investigate the historical determinants of the education gender gap in Italy in the late nineteenth century, immediately following the country's Unification. We use a comprehensive newly-assembled database including 69 provinces over twenty-year sub-samples covering the 1861-1901 period. We find robust evidence that female primary school attainment, relative to that of males, is positively associated with the medieval pattern of commerce, along the routes that connected Italian cities among themselves and with the rest of the world. The effect of medieval commerce is particularly strong at the non-compulsory upper-primary level and persists even after controlling for alternative long-term determinants reflecting the geographic, economic, political, and cultural differentiation of medieval Italy. The long-term influence of medieval commerce quickly dissipates after national compulsory primary schooling is imposed at Unification, suggesting that the channel of transmission was the larger provision of education for girls in commercial centers.

This article will propose a form of critical business ethics education that will generate Global Age Cosmopolitanism (gac), which is aimed mostly at the propagation of economic justice. Because business practices have the propensity to generate both positive and negative outcomes, a careful review of the social compromises that may underliegacis necessary. It is important to assert that, "thegacethic is a cosmopolitan perspective that presupposes civic universalism" (Rivera 2012). I will identify the key components of the proposed critical business ethics education and will indicate how these differ from standard business ethics education. I will also demonstrate how the proposed form of business ethics education is tied togac.It is the purpose of this article to consider how business ethics educators and curricula should incorporate proactive approaches to economic justice and strive to avoid the reactive nature of past business ethics literature, the primary goal of which has been to repair unethical business behavior.

Education for Sustainable Development (ESD) and Disaster Risk Reduction Education (DRRE) have overlapping areas of concern focusing on strengthening the link to local communities. In reality, there is significant synergy in ESD and disaster risk reduction (DRR). Both concepts urge looking at the communities, both focus on behavior changes and both call for linking knowledge to action. The Decade of Education for Sustainable Development (DESD) ends in 2014 and the Hyogo Framework for Action (HFA) ends in 2015. Therefore, at this junction, it is important to review the progress made over the past 10 years and to suggest future synergy options. This book is the first attempt to review these two emerging fields and to provide input to the future direction of education.The book has 11 chapters, drawing lessons mainly from Japan and discussing their implications for the world. The first four chapters provide an overview of the ESD?DRR linkage, ESD and its evolution, DRRE and Climate Change Education. These are followed by case studies from ESD practices in Japan, in schools, universities and communities.The primary target groups for this book are students and researchers in the fields of environment, disaster risk reduction and climate change studies. The book provides them with a good idea of the current research trends in the field and furnishes basic knowledge about these vital topics. Another target group comprises practitioners and policy makers, who will be able to apply the knowledge collected here to establishing policy and making decisions.

The study talks about the issue of the fragile State and the reconstruction of the stateby considering Sudan as a case study. The study also aims at identifying the term "Fragile State" used in politics and international relations, explaining the causes of the failure of the State and identifying the indicators for measuring the failure of the State and its grades. Also to identify the factors that made the state of the Sudan a state to which the criteria of failure applicable, this study was used to answer questions and achieve the objectives of both the analytical descriptive curriculum, the historical curriculum and the case study curriculum, as well as to learn about the terminology and quality of State-building.