The institutional framework of agriculture defines the context in which the relationship between the peasant and the state is enacted. In China from the mid-1950s until 1979 that framework was characterized by a collectivist and interventionist ethos. The state–peasant relationship weighed heavily in favour of the state. The three tiers of agricultural organization–commune, brigade and production team – facilitated control of the economic activities of individual peasants by the government, whether at central or local level. Individual initiative was largely limited to those activities which could be carried out in spare time or on private plots. The relationship between effort and reward was frequently tenuous and distribution was guided by egalitarian principles.
AbstractHalf of refugee children attend primary school and 22 per cent attend secondary school, yet only 3 per cent have access to higher education. When higher education efforts do exist, they often ignore common barriers refugees face in accessing it: cost, connectivity, lack of a power source, and access to devices, among others. Arizona State University's Education for Humanity team piloted a programme to address this lack of access and associated barriers. Using a solar-powered, offline technology that emits a Wi-Fi hotspot, the team implemented a university-level course in Nakivale Settlement, Uganda. This article presents the results and findings from this pilot programme.
Catching Up With E-Learning: Implications for Education and Social Policy by H. Ian Macdonald, Chairman of the Commonwealth of Learning and President Emeritus York University, Toronto, Canada, Address delivered to the 10th AMIC Annual Conference, Manila, The Philippines, 28 June, 2001 // The Commonwealth of Learning, the only official Commonwealth agency located outside London, has been dedicated to increasing access to education since it began operating in 1989. With a mandate to assist with the delivery of education at all levels - primary, secondary, tertiary, technical and non-formal, and operating in all forms from conventional print, through radio, visual and electronic, the Commonwealth of Learning has delivered over 625 programmes throughout the 54 countries of the Commonwealth. In the process, we have learned one basic lesson: there is no magic formula in any methodology, and it is a long journey from concept to implementation, particularly in the case of E-Learning. // Although I have been asked to consider the E-Learning environment for universities in particular, my remarks today apply equally to all levels of education. In the process, I would like to consider: (a) the limitations of E-Learning in terms of pedagogy; (b) the problem of access to ensure that it serves to narrow the social divide between people and nations rather than widen it. // Great strides have been made over the past few years in enhancing the capacity for E-Learning and finding ways to broaden its exposure. The recent announcement by the Massachusetts Institute of Technology that it would make most of its course material freely available to the public, through the Internet, is a major innovation. As a result, a university, where the annual tuition is about $39,000, anticipates that not only individuals but universities all over the world will take advantage of its course lists, lecture notes, and even videotaped lectures.
Despite the many reports describing the benefits of inclusive education, there is a lack of information on the instructional strategies and behavior change procedures that general educators use to facilitate skills development. Also, there is not much information on the procedures used to analyze student performance data. Additionally, limited information has been reported on the curricular domains and skills that educators value for instructing students with severe and other disabilities. With this information, better implementation of effective instructional practices in general education may be achieved. To address this issue, survey input from samples of general and special educators across two states was obtained. The findings suggested that general education teachers reported using many, but not all, behavior analytic instructional strategies considered to be best practice. In addition, special educators regarded social interactions and friendships and self-determination skills the most important skills for successful inclusion.
Der vorliegende Beitrag nimmt sich des Spannungsfelds zwischen einer radikal humanistischen Selbstbildung und einer demokratischen Bildung für das Gemeinwesen an. Ausgehend vom Bildungsbegriff nach Humboldt und einer demokratischen Erziehung nach Amy Gutmann wird der Frage nachgegangen, ob der Ansatz der Civic Education Aspekte des humanistischen Bildungskonzepts und Aspekte einer Bildung für Solidarität und Teilhabe verbinden und weiterentwickeln kann. Die Autorin argumentiert, dass eine auf beide hin ausgerichtete Bildung das Potenzial hat, BürgerInnen dazu zu befähigen, die Gesellschaft im Rahmen einer deliberativen Demokratie mit gelebtem öffentlichen Diskurs, Austausch und Beratung sowie Teilhabe der BürgerInnen mitzugestalten. (DIPF/Orig.) ; This article explores the tension between a radically humanistic self-education and democratic education for the community. Starting with Humboldt's concept of education and a democratic education according to Amy Gutmann, it explores the question as to whether the civic education approach can combine and continue to develop aspects of the humanistic concept of education and aspects of an education for solidarity and participation. The author argues that an education that is oriented to both has the potential to empower citizens to shape society as part of a deliberative democracy in which public discourse, exchange and advising as well as citizen participation are practiced. (DIPF/Orig.)
Legal education exists at the confluence of three activities: the practice of law, the enterprise of understanding that practice, and the study of law's possible understandings within the context of a university. The first of these, the practice of law, consists of the activities consciously governed by law, including, for example, lawyers giving legal advice, citizens contemplating the legality of prospective actions, legislators creating law within the limits of their jurisdiction, and judges determining the rights and duties of litigants. It thus comprehends the entire field of legal institutions, legal doctrine, and legal interaction. The second activity, the enterprise of understanding law, refers to the elucidation of the character of this practice. This enterprise seeks to determine the extent to which the practice's various characteristics can be grasped as exhibiting, through the coherence of their interrelationships, some generically determinate character. The third activity, university study, requires that the student's reflections about law be appropriate to an institution devoted to caring for the intellectual inheritance-the stock of ideas, images, beliefs, skills and modes of thinking-that compose the world's civilization.' These three activities exercise a reciprocal effect on one another. On the one hand, the practice of law supplies the materials that are to be understood through university study. On the other hand, that practice is transformed by the very enterprise of articulating understandings of it. Scholars are not merely the passive recipients of the law's materials. Rather, their understandings influence the practice by making practitioners conscious of the possibilities that are implicit in it. When these understandings originate in the universities and are thus invested with the authority of prestigious institutions of learning, the practice of law itself can become either (at best) more aware of law's distinct voice in the conversation of civilized humanity or (worse) more prone to ...
This paper concerns the relationship between teaching and political action both within and outside formal educational institutions. Its setting is the recent period following the 2010 Browne Review on the funding of higher education in England. Rather than speaking directly to debates around scholar-activism, about which much has already been written, I want to stretch the meanings of both teaching and activism to contextualise the contemporary politics of higher learning in relation to diverse histories and geographies of progressive education more generally. Taking this wider view suggests that some of the forms of knowledge which have characterised the university as a progressive institution are presently being produced in more politicised educational environments. Being receptive to these other modes of learning can not only expand scholarly thinking about how to reclaim intellectual life from the economy within universities, but stimulate the kind of imagination that we need for dreaming big about higher education as and for a practice of democratic life.
