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First ed. by C.A. Prosser and C.R. Allen. ; Mode of access: Internet.

This study is likely to cause certain controversies, as it deals with problems of the way in which academic rights and freedom of expression are interpreted in the twenty-first century in a state of the European Union in which the Romanian Orthodox Church is trying to impose certain restrictions based on abuse of authority and dominant power. The continuous intrusion of the Romanian Orthodox Church in universities may be construed as a constant attack on university autonomy, as a wish to subordinate and control the academic milieu, under the pretext of managing theological matters. Theologians' scientific and teaching activity should depend on their merits exclusively, not on obtaining the consent of a bishop who, most often, does not pertain to the system of higher education.

Abstract
The Allegory of the Cave (Pl. Resp. 514a1–520e2) is often analyzed in terms of metaphysical, epistemological, political, and psychic hierarchies that are clarified and reinforced by philosophical education. But the Allegory also contains an important historical allusion to the silver mining that took place in classical Attica. Examining the Cave in light of the enslaved miners around Lavrio leads us to reconsider the philosophical 'liberation' (λύσιν … τῶν δεσμῶν, 515c4) at the Allegory's heart in the context of Athenian slavery and Plato's thoughts on the practice. Elsewhere in his work Plato generally uses servile metaphors in two ways: to depict 'bad' internal psychic subjection and 'good' submission to logos as manifested in various entities. This historical dimension of the Allegory works to undermine the ostensible naturalness of the slave/citizen distinction and suggest that philosophical education has the potential to 'free' the former and 'subjugate' the latter. The implication that these juridical categories are, to an extent, arbitrary and mutable reveals important differences between Plato's views and those of his classical peers, and it adds to the dialogue's protreptic dimension for its readers then and now.

PurposeThe purpose of this paper is to show how focus on decisions can enhance management education and especially those aspects that pertain to their impact on stakeholders.Design/methodology/approachThe paper reports on use of the model in public and private organizations.FindingsThe paper suggests that emphasis on criteria (guidelines) for quality decisions would contribute significantly to making leadership topics in management education and development more practical. It offers a tentative model consisting of guidelines in the form of six questions. The model could serve as foundation for research and the development of other models that might better suit the respective needs of decision makers in different environments. The paper points out that the model is comprehensive and solidly based on the literature. A scenario is analyzed with the use of the model to show its practical application and benefits.Practical implicationsThe model is intended to provide practical use and application of leadership and motivation theories in management and private life.Originality/valueThe paper represents a refinement of a model that has been used widely in seminars and organizations.

Closed access ; Background: This paper represents the Discussant's response to the variety of papers presented to the AIESEP-ICSEMIS symposium entitled: School Physical Education Curricula for Future Generations: Global Patterns? Global Lessons? Glasgow, Glasgow 19–24 July 2012. Purpose: With reference to the symposium papers, this paper identifies some of the key features of neoliberalism and reflects on the very many challenges they present to Physical Education (PE) in schools and Initial Teacher Education in many countries across the globe. Findings: The paper highlights the overbearing attention given in government policies in many countries to sport and performance-based curriculum and the reductive distortions it effects in teachers' and pupils' thinking and their pedagogical transactions. Conclusions: Overgeneralised observations with regard to the practices described in the papers of this edition are unhelpful, while crystal ball gazing, questionable, even in our turbulent, socio-economic circumstances and proffering 'one-size-fits-all solution' to them across the globe, might be regarded as particular anathemas. Notwithstanding, this paper suggests that together the perspectives represented in this journal invite serious discussion as to the potential future, and future potential, of PE wherever it occurs. The final analyses call for the protection and celebration of Education in PE and pursuit of culturally sensitive socio-educative principles, eschewing neoliberalism's reductive ideals.

This study aims at surveying and analyzing the contribution of Sokoto scholars or Sokoto Caliphate in the development of science and technology in West Africa. Today, it is generally accepted that the 19th century Islamic revivalism in Hausaland was a very important revolution in the history of Hausa society and beyond. It is therefore, as a result of this movement or Jihad; the Hausaland (West Africa in general) witnessed several changes and transformations. These changes were in different sectors of life from politics, economy to social and religious aspect. It is these changes especially on religion that will be given considerations in this paper. The jihad resulted is the establishment of an Islamic state of Sokoto Caliphate, the revival Islam and development of learning and scholarship. During the existence of this Caliphate, a great deal of scholarship on Islamic laws were revived, written and documented by mostly, the three Jihad leaders; Usmanu Danfodiyo, his brother Abdullahi Fodiyo and his son Muhammad Bello. The trio had written more than one thousand books and made several verdicts on Islamic medicine. This study therefore, seeks to find out the contributions of these scholars or the Sokoto caliphate in the development of science in West Africa.

In this article we trace the changing fortunes of an education initiative for refugees and other displaced people located at Central European University (CEU). The programme (OLIve - the Open Learning Initiative) has shifted: instead of being celebrated as an innovative response to
the 'migrant crisis' of 2015 it was marked for closure by CEU's leadership in 2023. We locate this change in OLIve's fortunes in CEU's adaptations to the changing conditions of higher education, not least the potent combination of dynamics of marketisation and managerialisation.
We suggest these have produced a reorganisation of power and authority within the university, encapsulated in the person of the Leader - and the organisational phenomenon of 'leaderism'. The Leader both announces and embodies the pursuit of 'excellence' as the core mission
of the university, underpinned by the accumulation of financial and cultural capital ('prestige'). We trace some of the ways in which this mission reorganises the landscape of the university, marginalising those deemed non–excellent and the programmes that might support them.
We suggest that these dynamics remain contested and contestable in important ways

This article examines China's strategies for and constraints on protecting and implementing children's and young people's rights to education, employment and social and political participation. It shows that the 1978 policy of reform and opening to the world brought forth significant domestic economic and social changes and exposed China and its people to the world. All this, in turn, created new demands and concerns for the development of youth education, work and citizenship. The article further shows that in China, these three domains of youth have been influenced by changing domestic and global contexts, and the state has played a vital role in facilitating these changes in three major spheres of youth. China, however, has also been confronted with equity issues arising from new developments in these domains. ; published_or_final_version

Speech delivered by Dr. Max Rafferty, Superintendent of Public Instruction for California, at the 1963 Pepperdine College Freedom Forum. ; x1963

From the last quarter of the eighteenth century, the East India Company slowly acquired the area which is now called Uttar Pradesh. Territories were acquired from different powers by the company were initially kept under Bengal Province. However, in 1833 these, areas were separated and a new province called North-Western Provinces was created. Again, after the annexation of Oudh, this province came to be called in 1877 as North-Western Provinces. The United Provinces of Agra and Oudh was changed to United Provinces in 1902 which later became present Uttar Pradesh. Colonial rule wanted to control the knowledge systems of the colonized. The epistemology and knowledge systems produced by the colonial state sought to create the feeling of interiority among the colonized people. Education is one such area through which the colonial state wanted to justify their rule. The British argued that Indians were inferior and justified their monopoly of all higher posts. They, further, pointed out that untouchability, rigid caste system are some of the reasons for inferiority. In this article, I would like to discuss the colonial state policy towards education of lower castes and depressed classes in Kumaon division of United Provinces of British India. I argue that although the British professed that it wanted to educate all people, yet in practice the colonial state gave in to the caste prejudices of the society and also because of its own ambivalent policy towards depressed classes. Doms constitute majority of Dalit community in Kumaon division of United Provinces from whom Shilpakar community emerged gradually.