Suchergebnisse

MANY OF THE LEFT ARE BEFUDDLED BY THE AMERICAN PUBLIC'S STAUNCH RESISTENCE TO TAXES - A SEEMINGLY IRRATIONAL HOSTILITY THAT OFTEN PARALYZES PUBLIC POLICY. AMERICANS ARE CONVINCED THAT THEY ARE OVERTAXED. AMERICANS' FEELINGS ABOUT TAXES ARE FED BY THE CULTURES'S DEEPLY-ROOTED INDIVIDUALISM AND ANTI-COLLECTIVE IMPULSES. BUT, THE AUTHOR CLAIMS THAT THEY ARE NOT ENTIRELY IRRATIONAL. THEY ARE BASED ON REAL ECONOMIC PHENOMENA THAT ARE EASILY UNDERSTOOD. FEW AMERICANS REALIZE THAT OVER THE LONG RUN, THEY MUST PAY A GREATER SHARE OF INCOME IN TAXES SIMPLY TO MAINTAIN A CONSTANT LEVEL OF GOVERNMENT SERVICE. THE APPARENT PARADOX HAS ROOTS IN THE "BAUMAL" EFFECT WHICH PROVIDES INSIGHT INTO THE PUBLIC'S ANGER WITH THE PRESUMED FAILURES OF THE PUBLIC EDUCATION SYSTEM.

Das der Antike entstammende Konzept der artes liberales ist besonders im angelsächsischen Raum während dem 17. und 18. Jahrhundert zu einem Bildungskonzept umgeformt worden, das einer pädagogisch, politisch und gesellschaftlich neu interpretierten Allgemeinbildung ähnlich ist. In diesem Prozeß kommen den Fortschritten in den Erfahrungswissenschaften und der Entstehung einer frühbürgerlichen Öffentlichkeit eine zentrale Bedeutung zu. Im Laufe dieser Transformationen wird die absolute Macht von Kirche und Staat in Frage gestellt, daraus ergeben sich Bildungskonzepte, die als modern zu bezeichnen sind. Diese Erneuerung eines antiken Konzepts ist weder linear noch in England und Schottland gleich verlaufen. Liberal education ist aber eine Form von Allgemeinbildung, die in der Geschichte der Pädagogik kaum wahrgenommen wird, obschon oder vielleicht gerade weil sie die antiaufklärerische Wendung nicht mitvollzog. (DIPF/Orig.)

This dissertation examines socio-economic outcomes of first and second generation immigrants in Denmark and adds to our understanding of different trajectories of immigrant integration by studying policy and family relatedfactors. The association between family composition and socio-economic outcomes of the individual is in this thesis examined by studying the effects of intermarriage. Comparably high intermarriage premiums are found for foregin born who experience limited possibilities in the Danish labor market. Positive effects of intermarriage are also found when comparing the educational performance of children of intermarriage to the educational performance of children with two foreign born parents, also when taking school and family level characteristics into account.Policy and legislation constitute other factors that can either stimulate or hinder immigrant integration. Rules and regulations concerning naturalization is one such policy area. Consistent naturalization premiums are found in this dissertation, but only for immigrants who are more marginalized in the Danish labor market. Also education policies matter. An educational reform with the aim of enhancing immigrant integration by increasing school children's Danish language proficiency is studied. The assumption was that by removing supplementary mother tongue education, the focus on learning the Danish language would be strengthened. The results, however, rather show negative effects of the reform, as the removal led to lower grades in Danish, thus the results support the argument that mother-tongue proficiency matters for second language acquisition.Common findings in all studies included in this dissertation are the large group differences in terms of results. For immigrants who originate from countries that are more culturally and geographically proximate to Denmark, naturalization and intermarriage are less important as integration tools. These groups already tend to be economically and socially integrated in Danish society, and they seem to ...

Through the examination of the "stubborn and rebellious son" (Deuteronomy 21) and later rabbinic understandings and resolution of this case, Mendelsohn Aviv expounds an alternative pedagogy that integrates classical perspectives with more recent research on adolescent behavior and embodied learning. Jewish tradition touts numerous examples of what Mendelsohn Aviv calls orthophagy or "right eating"-which not only reflects divine commandment (as in the case of dietary laws), but also attests to a person's wisdom and scholarly stature. Moreover, orthophagy lays the groundwork for orthopraxy, or "right doing." In other words, eating right is a lesson in and for doing right.

This article considers the question of whether and to what degree citizens are responsible collectively for the actions of their state. In contrast to current accounts of collective responsibility, which focus on causality or affect as means for transmitting responsibility, the article develops an alternative account, the 'authorized state' model. This model, drawn from core intuitions of the social contract tradition, sees collective responsibility as being transmitted through the state as the agent or representative of its citizens. Having developed this model as an ideal type, the article then assesses under what circumstances the model is most applicable. The article finally applies the model to the US war in Iraq to assess the collective responsibility of US citizens for the outcomes of that war.

The contribution of education to overcoming restraints of a personal or cultural nature in transition from traditional farming methods to modern farming methods was studied in a sample consisting of 135 cultivators from Mumbwa & 104 cultivators from Katete, Zambia. The data were taken from the UNZALPI survey of 1968 & 1969. An education index was constructed based on 4 components: schooling, cosmopolite experience, present cosmopolite experience, & training & experience in farming. The education indexes & a General Knowledge Index were correlated with farm production & evidenced significant results. Motivation to use improved methods & adoption of improved methods were studied in relation to the educational factors using multiple regression techniques. The 2 areas in the sample were chosen for the diversity of their characteristics--Mumbwa is culturally more heterogeneous with a higher proportion of educated cultivators, & a higher proportion of Rhodesians. Motivation to adopt modern methods is the critical factor, & motivation to increase output is affected by education & cosmopolitan experiences rather than by adoption of modern practices. 8 Tables. Modified HA.

Our study examined some aspects of entrepreneurship in private higher education in the UK. The growing value of the private higher education sector in the UK represents an opportunity for entrepreneurial investment. For this purpose, we analysed the available data from the 2015/16 to 2017/18 academic years as well as data published online in HESA's Statistical Bulletin Higher Education Student Statistics: Alternative Providers. The data show that the total number of students grew in the observed period and the largest increase was recorded in postgraduate students. Among the students enrolled with private providers, 38% were 30 years and over in 2017/18. However, the number of younger undergraduate students is growing year on year. One of the most significant features of the private sector is low enrolment rates for students with government- supported tuition fee loans. The majority of privately-funded higher education providers operate as for-profit organisations, and one of the key factors in developing and strengthening this sector is to attract foreign capital investment and new domestic and foreign students, whilst maintaining a high quality and diverse range of study programs. Article visualizations:

Summary This research output article presents some dialogues between popular education and self-education from narratives and pedagogical experiences carried out by teachers and social leaders from the Cauca department (Colombia) in educational institutions. The two teaching courses form part of the politico-educational betting of two organisations living together in the Cauca: the Association of Education Instructors and Workers of the Cauca Department (Asoinca) and the Indigenous Regional Council of Cauca (GRIG). Based on research work based on a critical and participatory methodology, we find that, despite the differences between these two teaching courses, there is an in-depth dialogue of their senses, practices and knowledge, which has enabled and strengthened collective constructions in some school experiences where they converge. This article, in addition to presenting the shared senses: he criticises capitalism, emancipating sense, contextualism, organisational strengthening, cultural and subjective transformations, and sets out a number of converging criteria of his experiences in terms of guiding his educational practices. ; Resumen Este artículo resultado de investigación presenta algunos diálogos entre la educación popular y la educación propia desde discursos y experiencias pedagógicas que han llevado a cabo profesores y dirigentes sociales del departamento del Cauca (Colombia) en instituciones educativas. Las dos corrientes pedagógicas forman parte de las apuestas político-educativas de dos organizaciones que conviven en el Cauca: la Asociación de Instructores y trabajadores de la Educación del Departamento del Cauca (Asoinca) y el Consejo Regional Indígena del Cauca (GRIG). A partir del trabajo de investigación basado en una metodología crítica y participativa, encontramos que, pese a las diferencias entre estas dos corrientes pedagógicas, existe un diálogo profundo de sus sentidos, prácticas y saberes el cual ha posibilitado y fortalecido las construcciones colectivas en algunas experiencias ...