Suchergebnisse

The need for a definition of the functions and goals of public education is a pressing problem in our society. American society is characterized by increasing alienation, weakening family ties, and waning church influence. The result is that education will play a greater role as one of the remaining institutions to help reach societal consensus and ensure the continued vitality of American democracy. Increasing controversy and litigation over students' and parents' rights in the educational process demonstrate widespread concern with the role of public education.' As the complexities of modern society increase and the public begins to believe American cultural values have become dysfunctional, school authorities and dissenting families come into conflict in their attempts to create order out of the apparent chaos." As a result, the judiciary has become involved in determining the rights of the various actors in the educational arena. This Note traces the Court's development of a philosophy of education and the impact of that philosophy on students' participation in the educational process. Part II outlines three basic streams of educational thought and their impact on the roles of the school and student. Part III examines the Court's changing position on the proper function of education. Part IV analyzes Fraser and the Court's adoption of the cultural transmission model for education. Finally, Part V argues that the Court should have re-solved Fraser by applying the Tinker disruption standard, which properly allows maximum student involvement in the educational process without significantly hindering the socializing function of the public schools.

Knowledge is globally institutionalized as three differentiated and interpenetrating social institutions: education as a social institution for transmitting humankind's existing knowledge, science as a social institution for creating new knowledge that becomes a global public good, and technology as a social institution for creating new knowledge that becomes privately appropriated. These three social institutions are governed by a global regime that is anchored in a web of organizations that through an epistemic community of analysts of knowledge, formulates and promulgates policies for knowledge. In education, the regime promotes transmission of existing knowledge to youth through schooling and also through the movement of students around the world. In science, the regime supports creation and diffusion of new knowledge around the world through open publication. In technology, the regime promotes private appropriation of new knowledge through property rights in the form of patenting, which is increasingly global.

The three birth cohorts which have passed through the youth stage of their life course since the founding of the PRC in 1949 have had radically different relations with the Party-state. This has brought serious consequences for the Party-state itself, the Party-state's relation with succeeding youth cohorts and for the integration of Chinese society. The author employs the life course approach of sociology to explore the relations between the Party-state and youth in China. (DÜI-Sen)

This article examines how education, linguistic and citizenship policies have influenced the development of Moldovan identity and relations with the breakaway region of Transnistria. The article explores the influence of three specific education policies (Russian language instruction, an integrated history course and Romanian language school closures in Transnistria) on the debate concerning Moldovan identity and ultimately Moldovan statehood. The Romanian language school closures in Transnistria demonstrate that education is not only an important agent of identity formation, but also that such crude political tactics as school closures ultimately affect other education policies, reinforce negative stereotypes and make meaningful dialogue impossible. The larger issue than the school closures in Transnistria is whether devolution of authority on issues such as education policy is possible no matter how autonomy is granted.

Mexican higher education faces profound changes in the next decade. The North American Free Trade Agreement (NAFTA) has made Mexican academics mindful of the fact that U.S. universities in the new economic climate should be regarded as more than teaching institutions—they are a global economic resource that has and will have a profound influence on people who will never visit their campuses. The question of how Mexican researchers and academics are going to come to terms with the situation becomes pressing as NAFTA lowers the protective barriers. The illusion of being an equal partner or of being able to compete in many sectors is dangerous, particularly in the university sector.

The purpose of this paper is to discuss the two conflicting methods of adolescent sex education and to identify the viewpoints established by each side. The author will explore the impact of sex education on the health and sexual practices of adolescents. The government's involvement in support and funding of sex education programs will also be reviewed.

AbstractThis article examines the sensitivity of Arab states to the political and ideological repercussions of the Palestine issue by focussing upon Egypt, Syria and Jordan. It suggests that the policies of Arab regimes towards the Palestine issue have been substantially shaped by historical patterns of state formation, and by the gradual consolidation of the Arab state system. This has served to "harden" the Arab territorial state, creating conditions under which Arab states are increasingly (if only partially) insulated from the transnational effects of the Palestinian-Israeli conflict.