Suchergebnisse

"Revolutionary" technologies or large technological systems are often deemed controversial, risky, or ambivalent. Diverging interpretations clash when technological objects, such as rockets, airplanes, or nuclear reactors, are exhibited in museums or at heritage sites, with profound implications for underlying concepts of historical education. This special issue explores the argument that histories of technology have often upheld a traditional view of modern linear progress but became the focus of controversies when the social, political, and cultural conditions of perceiving and remembering these objects changed. At former "places of progress," visitors and exhibition makers are confronted with the remains of the Industrial Revolution, colonialism, two World Wars, the Cold War, the Age of Coal, the Space Age, the Atomic Age and the Digital Age. Exhibitions and displays have been used to explain, teach, or make sense of the advents, successes, and failures of high-tech projects. Understanding technological artifacts and corresponding sites such as Chernobyl, Peenemünde, and Hiroshima as well as structures such as factories or bunkers as sites of memory (lieux de mémoire, a term coined by Pierre Nora) shifts our attention to processes of remembering modern technologies and the cases in which established narratives of progress have been supported or challenged. Questions about the ethics of technology use often seem to subvert stories of the "heroes of invention," leaving visitors with the impression of technological ambivalence. Attempts to teach and learn about history and technology via objects and sites have been complicated, politicized, and contested.

Do teachers and the public disagree on education reform? We use data from a nationally representative survey conducted in 2011 to identify the extent of the differences between the opinion of teachers and the general public on a wide range of education policies. The overall cleavage between teachers and the general public is wider than the cleavages between other relevant groups, including that between Democrats and Republicans. At least with respect to patterns of opinion on education reform, school politics is largely a conflict between producers within the system and consumers outside it – a classic iron triangle theme.

Education has always been socially conditioned. On the one hand, everything that happens in society necessarily reflects on the education process, and on the other hand, all changes in education cause changes in society. Baština journal, which used to be published by the Institute for the Study of Culture of Serbs, Montenegrins, Croats and Muslims in Priština from 1991 to 1997, and by the Institute for Serbian Culture in Priština since 1998, which has now been based in Leposavić since 1999, publishes papers in the field of social and humanistic sciences. These papers most often discuss topics in the field of Literature, History, History of Culture, Ethnology, Political Science and Sociology, and occasionally in the field of Ethnomusicology, Demography, Archeology, Art, Art History, Language, Literature and Aesthetics, while one journal issue published a special topic - Vladeta Vuković's Works. The journal has so far also included Discussions and Review, Chronicles and Composition. In this paper, the coauthors investigate the representation of education-related topics, as well as the character, scope and intensity of these topics in the Baština Journal from the first edition in 1991 to the latest edition in 2020. A retrospective study of scientific and professional papers showed that a total of 63 papers were published that directly and indirectly study education, primarily in the field of the history of pedagogy, general pedagogical topics and other education-related issues. These topics were mostly published within the History of Culture pillar. As a separate topic, Education was present only in two issues in 2007 and in one issue in 2009 and in the last two issues in 2020 within the Pedagogy course.

Outlines changes required in President Clinton's National Service Trust Act of 1993 to ensure that service is truly voluntary, and not in exchange for education. Problem of the poor being unable to attend colleges and universities under a loan-based program.

Capabilities Approach The authors assess the potentials and pitfalls of the Capabilities Approach to issues of education and welfare. Renowned philosophers, sociologists, psychologists, economists and educational scientists explore the conceptual and practical implications of this approach for delivering socially just policies. The volume analyses the potentials and pitfalls of the Capabilities Approach (CA) which was initially developed by the Indian economist Amartya Sen and the American philosopher Martha Nussbaum. CA is considered as a philosophical approach to social justice, a scientific approach to research welfare production and eventually as a potentially new practically adoptable fundament for educational and social service delivery. CA is one of the currently most influential attempts to reconcile the competing demands which are associated with the fundamental conceptions of equality, recognition and liberty and advocates an egalitarian, political conception of social justice which is concerned with the cultivation, maximization and just distribution of the (real) freedom of individuals. Renowned philosophers, sociologists, psychologists, economists and educational scientists investigate the complex relation of education and welfare against the background of major economic, political and cultural transformations within and across European societies.

Frontmatter -- Contents -- Preface -- Chapter 1: The Improbable Package -- Chapter 2: The Client State -- Chapter 3: The Client State's Client State -- Chapter 4: Okinawa - State Violence and Civic Resistance -- Table: Japan vs Okinawa, 1995-2018 -- Chapter 5: Around the East [China] Sea -- Chapter 6: The Construction State -- Chapter 7: The Constitutional State -- Chapter 8: The Rampant State -- Chapter 9: Conclusion -- Afterword -- Index

War in late modern politics is a technology of control. While its violent manifestations – for example, the invasion and occupation of Iraq – are directly felt by the population targeted, the practices associated with that war and the wider so-called war against terrorism have a far wider span of operations that encompasses spaces across the globe. This article provides an understanding of global war as a distinctly late modern form of control. It shows that the practices constitutive of global war are best understood in terms of a matrix, incorporating states and their bureaucracies, as well as non-state agents, and targeting at once states, particular communities and individuals. The matrix of war operates in the name of humanity; however, it is ultimately this humanity as a whole that comes to be the subject of its operations of global control. The implications, as the article argues, are monumental for democratic government and the spaces available for scrutiny and dissent.

Edith Stein, Husserl's brilliant student and assistant, devoted ten years of her life to teaching in a girls' secondary school, during which time she gave a series of lectures on educational reform and the appropriate education to be provided to girls. She grounds her answer to these questions in a philosophical account of the nature of woman. She argues that men and women share some universally human character' istics, but that they have separate and distinct natures. Her awareness of the rich variety of different personality types and specific differences among individuals allows her to hold an essentialist view of the nature of woman without either stereotyping individual women or assuming that woman's nature is in any way inferior to man's.

El propósito de este trabajo es explorar el ethos de la interculturalidad en las Universidades Interculturales (UI) en México. Sobre la base de documentos y entrevistas realizadas en cinco universidades entre 2006 y 2009, se observa que la institucionalización de la educación intercultural al interior del sector estatal ha creado un espacio de encuentro y debate entre la política de reconocimiento y las ideas radicales de educadores en la tradición del constructivismo y de la educación popular latinoamericana. El artículo concluye subrayando el abismo que existe entre los debates académicos en torno al multiculturalismo y los debates a veces angustiados de los profesores de las UI enfrentados a desafíos totalmente nuevos en la educación: la enseñanza a personas de ascendencia indígena de su propia lengua con métodos de enseñanza propios de una segunda lengua, la aplicación por parte de estudiantes de métodos científicos de investigación en sus propios pueblos donde la separación de las funciones de pariente o familiar con el de investigador no es fácilmente reconocido, etcétera. Este entrelazamiento de ideas e identidades, buscadas y recuperadas, entrecruzadas con la lengua y el lugar de origen en un contexto claramente marcado por la desigualdad de clase socioeconómica y de aspiración a la movilidad social, constituyen la trama del debate en las UI.

This article examines the childhood of those living inside refugee camps on the Thailand-Burma border, focusing specifically on education. Both quantitative and qualitative data are used. The article integrates objective research from international and national literature and subjective information collected through interviews with refugees and foreign workers from the camps. It gives a brief overview of the camps' demographic, an in-depth description of education for refugees and looks at general perceptions of childhood. The findings reveal that despite violations of the United Nations Convention on the Rights of the Child (1989), young people still retain hope of a better future. However, this hope is largely maintained by the strong presence of and over-reliance upon international non-governmental organisations. The article concludes with suggestions for improvement.

Globally, parents in families are coping with major societal changes. Economic distress, shifting resource allocation, and other societal pressures challenge today's parents. Consequently, scholars in growing numbers focus on issues related to parenting and parent education. The papers in this special issue represent a very small but geographically diverse sample of the research of current global research on parenting. Global issues related to public policy and practices in a changing world are examined. Specific topics include contemporary international issues of maternal and paternal leave, cross-cultural influences, parenting policies, fertility, and relationships between deviance and parenting. Earlier versions of the papers were presented by scholars at the 2009 International Conference on Parent Education and Parenting. The conference was the first joint meeting of the University of North Texas' Center for Parent Education (CPE) and the International Sociological Association's Committee on Family Research (CFR). Because of the success of this initial conference the collaboration has continued and the third annual international conference is being planned in 2011. Detailed information about the CPE, the 2009 conference, other international research, practice presentations, and directions for future research are presented.

The aim of this article is to present practices for regulating elementary and secondary education from an international perspective. It presents processes needed to introduce a system of external evaluation and takes account of the danger that if not carefully thought out, external evaluation can adhere to procedure to too great an extent, to the detriment of actual improvements in education. An external evaluation model that could be implemented in the Slovenian education system is then proposed. The proposed model stresses schools' accountability to the public, the dissemination of effective practices, and the delivery of relevant information to those in charge of national school policy. The model upgrades existing mechanisms for assessing and maintaining quality and links them with a legislation proposal to form a coherent whole.