Suchergebnisse

Anthropology, History, and Education, first published in 2007, contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, had never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known writings on physical and cultural anthropology, the philosophy of history, and education which are gathered in the present volume. Kant repeatedly claimed that the question 'What is the human being?' should be philosophy's most fundamental concern, and Anthropology, History, and Education can be seen as effectively presenting his philosophy as a whole in a popular guise

Kirsten Anderson, research and policy manager at Coram Children's Legal Centre, examines the government's reluctance to make relationships and sex education statutory for pupils in primary and secondary schools

peer-reviewed ; Higher education globally faces a serious productivity challenge, with universities tending to pass on higher costs to students and government through higher fees, rather than systematically reengineering the way they educate students to drive efficiency gains. The productivity challenge is particularly acute for the Asia-Pacific, where economic growth and large university-age populations are increasing the demand for higher education. Unless the productivity challenge can be overcome, the region faces a stark choice between raising tertiary participation rates and maintaining academic quality. This paper reviews the phenomenon of transnational education, the educational equivalent of the globalization of business, and asks whether allowing foreign universities to set up local operations provides a way of enhancing the quality and accelerating productivity growth in the domestic higher education systems of host countries in the Asia-Pacific. ; ACCEPTED ; Peer reviewed

Introduction -- Part I: Inclusion, Justice, and Education -- Education, Inclusion, and Democratic Citizenship: Tagore on Human Flourishing -- The "Rights" Road to Inclusion: Disability Rights, Care, and Ableism -- Part II: Education Rights and Reasonable Pluralism -- The Right to Education -- Pluralism, Diversity, and Choice: Problems with School Vouchers -- Part III: Opportunity and Inclusion in Education -- Interculturality, Justice and Inclusion: Key Educational Values for a Pluralist Society -- The Concept of Opportunity and the Ideal of Equality of Educational Opportunity -- Part IV: Race, Inclusion, and Education -- Institutional Racism and the Ethics of Inclusion: What does Justice Require to Transform Institutions of Higher Education? -- Janus-Faced Affirmative Action: Restorative Justice and the Transition to a Just Society -- Three Responses to Racism: Therapy, Punishment, and Education -- Part V: Civility, Incivility and Civic learning -- Making Space for Incivility -- Moral Capital, Civic Grace, and the Role of Education.-Part VI Justice in University Admissions -- "Merit" in University Admissions -- An Alternative to "Merit" in University Admissions -- Collective Merit in University Admissions -- [Commentary on Cudd, title TBD] -- Collective Merit as an Alternative to Individual Merit in University Admissions?

Because of changes in the magnitude of cohorts to be educated, the elementary school population will fluctuate by a decrease of some 7 million pupils and more than a quarter of a million teachers, followed by increases of the same magnitude over the 14 years following 1982. Such variation will impose traumatic adjustments upon the educational system. The increasing enrollment in prekindergarten schools pushes new responsibilities on the school system and promises to accelerate progress in primary grades. A number of unmet needs of school children, which require attention, correction of speech deficiencies and the special problems of the emotionally disturbed, for example, are identified. The record of retention in school is satisfactory up to high school ages, but drop-outs and decreasing enrollment of youth 17 years and over are unmistakable. Educational lag is apparent in both dropping out and in falling behind the modal grade of the school age group. Females are beginning to surpass males in college going. The continuation from high school to college appears to have peaked and now is decreasing, but the college attendance of youth in the top half of the ability spectrum may be superior to the record two decades ago. As to learning, particularly in the secondary schools, the evidence of improvement is scant while there are extensive indicators of decreasing test performance at the end of high school. Models of processes of education are needed to identify appropriate educational statistics to improve social indicators of education in the United States.

This legal research study identified Supreme Court cases relating to search and seizure generally, and Supreme Court, federal and state court cases relating specifically to search and seizure in education. The purpose of this study was to identify those concepts, doctrines and principles of law governing searches and seizures in order to inform administrators of their legal responsibilities. Concepts, doctrines and principles of law governing searches and seizures are summarized in the following statements: (1) Students have a right to privacy, but this right must be balanced against the school's interests and the rights of others. (2) Searches must be reasonably related to a legitimate school purpose. General, exploratory, blanket and indiscriminate searches will not be sustained by courts. (3) School officials have an affirmative obligation to maintain order and discipline for the health and safety of students. (4) Searches must be based on concrete, articulable facts. Mere suspicion is not acceptable to the courts. (5) Elementary and secondary school officials, acting in loco parentis, are generally held to the lesser standard of reasonable cause to believe. However, the more intrusive the search, the higher the standard to be applied. (6) Colleges and universities cannot condition attendance upon a waiver of a student's constitutional rights. (7) Police initiated searches are subject to the higher standard of probable cause. (8) In cases where exigent circumstances existed, such as the destruction of evidence or harm to another, administrative officials have an affirmative obligation to act immediately and they are not subject to the warIant requirement (9) Contraband seen in plain view is subject to seizure without a warrant. ; Ed. D.

In education as elsewhere state dominance represses intellectual enquiry. In Britain the new secretary of state for education is the first politician to stimulate discussion of parental choice through the voucher system. American Professors Aronson and Hilley show how it could work in the USA.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Chapter 1: Introduction: Pandemic, Climate Change and the Networked Society -- Educational Policy Issues -- Illustrating Education, Climate Change, Technology and Networked Learning: The Australian Brush Fires -- Always Watched and Online Instruction -- Pandemic, Climate Change, School Budgets and Violence -- Educational Policy Actors -- Major Actors in Creating and Implementing Educational Policies -- Notes -- Chapter 2: Religion and Educational Policy -- U.S. Schools and Religious Policies -- Free Market for Education and School Choice -- Religion and School Choice: U.S. Secretary of Education Betsy DeVos: Religious Crusader for Charter Schools -- Christianity and Enlightened Capitalism: Steve Bannon and Donald Trump -- Divided Media: School Prayer, Antiabortion and Abstinence Education -- Religion, Free Enterprise and the U.S. Department of Education -- DeVos Calls for Equal Treatment of Faith-Based Education and Gives School Prayer Guidance -- Guidance on Constitutionally Protected Prayer and Religious Expression 2020 -- Official U.S. Department of Education Guidelines (2020) For School Prayer and Religious Study -- Education Freedom Scholarships: Supporting Faith-Based Schools and Competition -- School Choice: Charter Schools and Home Schooling -- Ideological Management: The End of Common School Policies to Create a National Morality -- Notes -- Chapter 3: Nationalism and Immigrant Education -- Patriotism and Nationalism -- The Meaning of Nationalism and Patriotism -- Global Nationalism: China -- Nationalism and Global Migration -- Nationalism: U.S. Reaction to Global Migration -- Immigration and U.S. Schools: Undocumented Students and Plyler v. Doe -- Unaccompanied and Homeless Undocumented Students -- DACA: Deferred Action for Childhood Arrivals.

Fueled primarily by the success of its gaming industry, Nevada has developed a booming economy in less than 50 years. Today, the gaming and hospitality industry serves as an integral part of Nevadas economy, employing more than 25 percent of the workforce and providing a major revenue source for the state. However, Nevada ranks among the weakest states in the nation in postsecondary educational attainment. To change this ranking, the state must make a significant investment in promoting a collegegoing culture. The report explores the barriers that Nevada studentsparticularly those from lowincome families and racial/ethnic minority groupsface in their pursuit of postsecondary education. The report also identifies the responsibilities of three primary stakeholdersthe education sector (both K12 and postsecondary), the business community, and the state governmentin promoting access to and success in higher education. Finally, the report offers a number of recommendations to help Nevada increase access and success at the postsecondary level. ; Institute for Higher Education Policy