Suchergebnisse

International audience ; Welfare policies push users to participate into assessment of their own needs, particularly in the access to school for disabled people. GÉVA Sco is a guide to assess special needs of pupils with disabilities. Through this tool, it is to optimize personalized follow-up by harmonization of decisions in France. This article, based on a research about the GÉVA Sco, shows the categories used to judge and their rearrangement with the apparition of this tool. The analysis shows that the judgement rendered and sense of justice are founded on the association of subjective and objective dimensions, based on empathy and different diagnosis. ; De nos jours, les usagers sont poussés à participer à l'évaluation de leurs propres besoins. Cette participation s'inscrit dans les demandes relatives au droit à la compensation en matière d'accès à l'école des élèves reconnus handicapés par les MDPH. Le GÉVA Sco, guide d'aide à l'évaluation des besoins de ces élèves, s'inscrit dans une logique d'optimisation du suivi personnalisé par l'harmonisation des décisions au niveau national. Cet article, tiré d'une recherche portant sur cet outil, donne à voir les différents registres mobilisés et leurs réagencements liés à son apparition afin de décider l'attribution des aides à destination des élèves handicapés. Les résultats montrent que le jugement rendu et le sentiment de justice s'appuient sur l'articulation de dimensions subjectives, fondées sur l'empathie, avec d'autres objectives, présentes dans les différents bilans et diagnostics.

International audience ; Welfare policies push users to participate into assessment of their own needs, particularly in the access to school for disabled people. GÉVA Sco is a guide to assess special needs of pupils with disabilities. Through this tool, it is to optimize personalized follow-up by harmonization of decisions in France. This article, based on a research about the GÉVA Sco, shows the categories used to judge and their rearrangement with the apparition of this tool. The analysis shows that the judgement rendered and sense of justice are founded on the association of subjective and objective dimensions, based on empathy and different diagnosis. ; De nos jours, les usagers sont poussés à participer à l'évaluation de leurs propres besoins. Cette participation s'inscrit dans les demandes relatives au droit à la compensation en matière d'accès à l'école des élèves reconnus handicapés par les MDPH. Le GÉVA Sco, guide d'aide à l'évaluation des besoins de ces élèves, s'inscrit dans une logique d'optimisation du suivi personnalisé par l'harmonisation des décisions au niveau national. Cet article, tiré d'une recherche portant sur cet outil, donne à voir les différents registres mobilisés et leurs réagencements liés à son apparition afin de décider l'attribution des aides à destination des élèves handicapés. Les résultats montrent que le jugement rendu et le sentiment de justice s'appuient sur l'articulation de dimensions subjectives, fondées sur l'empathie, avec d'autres objectives, présentes dans les différents bilans et diagnostics.

En este artículo se muestra cómo en la política social de la Unión Europea (UE) no se presta la atención debida a la familia como factor de desarrollo y cohesión social. Se comienza con una reflexión conceptual sobre la familia como capital social. A continuación se aborda el estudio del capital social como fuente de adquisición de valores fundamentales para la educación moral y cívica. Después se muestra cómo, a pesar del crecimiento poblacional que ha ido experimentando la UE, se observan una serie de síntomas de agotamiento del capital social. Para vislumbrar ese agotamiento nos serviremos de algunos indicadores básicos, que manifiestan que las políticas sociales y familiares no van en la línea adecuada de lo que constituye el capital social. La reflexión desarrollada permite constatar que el declive del capital social en la UE obedece fundamentalmente al progresivo desconocimiento de la familia como elemento de cohesión y desarrollo social. ; This article shows how social policy in the European Union (EU) fails to give proper attention to the family as a factor in social development and cohesion. It begins with a conceptual overview of the family as social capital, followed by an assessment of social capital as a source of gaining the fundamental values for moral and civic education. It goes on to show how, despite population growth in the EU, there are a number of signs that point to a depletion of social capital. By way of illustration, several basic indicators are provided to demonstrate that social and family policies are inconsistent with what constitutes social capital. The line of thinking developed in the article establishes that social capital in the EU is being depleted mainly because the family is being increasingly overlooked as an element of social cohesion and development. ; Este artigo ilustra como a política social na União Europeia (UE) não dá a devida atenção à família como fator de desenvolvimento e coesão social. Começa com uma reflexão conceitual sobre a família como capital social. Em seguida, se examina o estudo do capital social como uma fonte de aquisição de valores básicos na educação moral e cívica. Depois ele mostra como, apesar do crescimento da população que tem experimentado a UE, há uma série de sintomas de esgotamento do capital social. Para ter idéia desse esgotamento, vamos utilizar alguns indicadores básicos que mostram que as políticas sociais e familiares não correspondem ao que deve ser o capital social. A reflexão desenvolvida revela que o declínio do capital social na EU é devido principalmente ao desconhecimento progressivo da família como elemento de coesão e desenvolvimento social.

In Faith in Freedom, Andrew R. Polk argues that the American civil religion so many have identified as indigenous to the founding ideology was, in fact, the result of a strategic campaign of religious propaganda. Far from being the natural result of the nation's religious underpinning or the later spiritual machinations of conservative Protestants, American civil religion and the resultant "Christian nationalism" of today were crafted by secular elites in the middle of the twentieth century. Polk's genealogy of the national motto, "In God We Trust," revises the very meaning of the contemporary American nation.Polk shows how Presidents Franklin D. Roosevelt, Harry S Truman, and Dwight D. Eisenhower, working with politicians, advertising executives, and military public relations experts, exploited denominational religious affiliations and beliefs in order to unite Americans during the Second World War and, then, the early Cold War. Armed opposition to the Soviet Union was coupled with militant support free economic markets, local control of education and housing, and liberties of speech and worship. These preferences were cultivated by state actors so as to support a set of right-wing positions including anti-communism, the Jim Crow status quo, and limited taxation and regulation.Faith in Freedom is a pioneering work of American religious history. By assessing the ideas, policies, and actions of three US Presidents and their White House staff, Polk sheds light on the origins of the ideological, religious, and partisan divides that describe the American polity today

Becoming Danish/Christian and becoming Muslim are skills that may be acquired in the secularized school system. This study explores how social structure and the politics of identity and knowledge in relation to religion intertwine when recontextualized in the classroom of the Danish comprehensive school post 9-11. Through close readings of what takes place at a classroom level in two Copenhagen schools, Pedagogized Muslimness provides insights into how the Nordic model of comprehensive schooling – in the (post-)welfare state – plays out in daily school life and with what effects. The book provides a deeper understanding of how knowledge is produced in school, and how school operates as an arena for the production and distribution of social difference. The good pupil is the pupil that speaks of her/himself, acting as a subject, or who, by confirming the teacher's organizing of her/himself, accepts being made into an object upon which knowledge can be generated. Particularly overexposed are the pupils, whom the teachers identify as 'Muslim', something which draws on decades of casting this group of children as special objects of – as well as obstacles to – schooling. By the late 1970s and the early 1980s, the children of migrants came to be defined by their parents' relation to the labor market: as 'foreign workers' in often unskilled jobs, associated with rural life and 'traditional family patterns', and characterized by what was seen as their (lack of) language skills. In the course of several moral panics around 'Muslims' and 'Muslim children', this focus has translated into a knowledge formation of culture/religion. The book shows how school-produced Muslimness, in the pedagogized social economy of the classroom, becomes a parameter of social class, higher as well as lower.

Lodges founded by French, Italian and Spanish obediences in Eastern Mediterranean countries: Turkey, the Middle East and Magreb countries, started schools that were qualified as "masonic" "secular" o "Free secular". These obediences were in conflict, in this regard ,with Christian congregations, with moslem ones, and , in some cases, with the synagogues. This paper deals more specifically with some schools built by the French and Italian obediences in the Ottoman Empire, at the turn of the 19th century confronting them with the schools in the Middle East and the Magreb belonging to these same obediences as well as by the Grande Oriente Español. It is important for us to question the terms the freemasons used to refer to those schools. Whether it was common usage to present them, at the end of the 19th century, as "secular schools", instead of calling them "masonic schools", which was generally their first title/name, thus revealing that the educational Project should have elements of masonic morality and of masonic ideals. ; Les loges que les obédiences française, italienne et espagnole fondent en Méditerranée orientale, Turquie, Moyen-Orient, et dans les pays du Maghreb, sont à l'origine d'écoles qualifiées de « maçonniques », « laïques » ou « libres laïques ». Ces obédiences se heurtent, dans cette entreprise, aux congrégations chrétiennes ainsi qu'aux musulmans et, dans certains cas, à la synagogue. La présente étude s'intéresse plus particulièrement aux cas de quelques écoles constituées par les obédiences italienne et française dans l'Empire ottoman, au milieu du XIXe et au début du XXe siècle, en les confrontant à celles fondées au Moyen-Orient et au Maghreb par ces mêmes obédiences auxquelles s'ajoute le Grande Oriente Español. Il importe surtout de s'interroger sur les qualificatifs donnés par les maçons à ces écoles. S'il est commun de les présenter, à partir de la fin du XIXe siècle, comme des « écoles laïques », en revanche le titre d'« école maçonnique », qui est généralement leur premier titre, révèle que le projet éducatif de ces écoles devrait intégrer des éléments de la morale et de l'idéal maçonnique.

У статті військова освіта вперше розглядається як важлива складова забезпечення національних інтересів і національної безпеки провідних країн світу, обгрунтовуються її цілі, закономірності, принципи, визначаються інфраструктура, структура та зміст військової освіти, організаційно-методичні засади та основні домінанти підготовки військових фахівців, загальні тенденції розвитку національних військових освітніх систем. ; Military education, as an institutional structural component of independent, sovereign states, is one of the key elements that define the condition, combat capabilities and the basis for the stable and steady development of their military organization. In the article the military education is considered for the first time as an important component of ensuring the national interests and national security of the leading countries of the world. The purpose of this article is definition, systematization and generalization of the experience and trends of development of military education systems in the leading countries of the world in the context of their defence capabilities. To achieve the goal of the article is used the system of general scientific and special methods of theoretical (analysis of scientific literature on an investigated problem, systematization and generalization, content-analysis, systematic approach) and empirical studies (monitoring of the activities of military specialists, use of diagnostic tools - questionnaires, summary of results). The main regularities of military education in leading countries of the world are defined that are mandated by: educational needs of an individual; nation-wide interests, national security and defence interests, state policy in educational sphere; political, ideological and socioeconomic conditions; scientific and technical capabilities of the state; national traditions, national and international experience; needs of the troops; state of military-theoretical and psycho-pedagogical research; condition of moral-psychological, financial-economic, material-technical and information support of the system. The position, principles and general trends of development of military education national systems in the leading countries are revealed. The undertaken study has practical significance for the further reforming of Armed Forces of Ukraine in the context of modern requirements of normative-legal documents on security and defence policy of the state, the policy of rapprochement with NATO. The prospects for further research should be: content, organizational and methodological and material-and-technical training peculiarities of military specialists of different educational levels and chains of management.

In times of axiological loss, helplessness in the face of the manifestations of spreading evil, the questions about the possibility of the child's development, supporting him/her in striving for perfection and about the role of the family, school and church in these processes, seems to be justified. The aim of the study was to establish common values of the individuals representing three educational environments and to indicate the possibility of their effective cooperation. Based on participant observation conducted in 2009–2012 (in primary school) and in 2015–2017 (in junior secondary school) some interesting results were collected. The majority of children's and adolescents' caregiver find educational, cognitive, moral, prosocial and family values to be the most important. The main conditions for cooperation, which is possible and necessary, include favourable emotional climate, acceptance, trust, democratic respect of mutual rights, commitment, axiology permitting the ontology of ambivalence. The second part of the article presents some examples of joint activities undertaken on the initiative of parents, teachers, RE teachers and priests, such as class and school celebrations, bonfire parties, trips, theatre and cinema visits, meetings with interesting people, workshops conducted by teachers and parents, church events for children and families, preparations for religious ceremonies. ; W czasach zagubienia aksjologicznego, bezradności wobec przejawów szerzącego się zła, pytania o możliwości rozwoju młodego człowieka, wspierania go w dążeniu do doskonałości oraz roli rodziny, szkoły i Kościoła w tych procesach wydają się być uzasadnione. Celem badań było ustalenie wspólnych wartości osób reprezentujących trzy środowiska wychowawcze oraz wskazanie możliwości efektywnego ich współdziałania. Na podstawie obserwacji uczestniczącej przeprowadzonej w latach 2009–2012 (w szkole podstawowej) i w latach 2015–2017 (w gimnazjum) zebrano szereg interesujących wyników. Za ważne dla większości opiekunów dzieci i młodzieży uznaje się przede wszystkim wartości: edukacyjne, poznawcze, moralne, prospołeczne i rodzinne. Głównymi warunkami współpracy, która jest możliwa i konieczna, są: sprzyjający klimat emocjonalny, akceptacja, zaufanie, demokratyczne respektowanie wzajemnych praw, zaangażowanie, aksjologia dopuszczająca ontologię ambiwalencji. W drugiej części artykułu przedstawiono konkretne przykłady wspólnych działań podejmowanych z inicjatywy rodziców, nauczycieli, katechetów i księży. Na przykład: uroczystości klasowe i szkolne, ogniska integracyjne, wycieczki, wyjścia do teatru, kina i na spotkania z ciekawymi ludźmi, warsztaty prowadzone przez nauczycieli wspólnie z rodzicami, imprezy przy kościele dla dzieci i rodzin, przygotowania do uroczystości religijnych.

Based on extensive original research at the local level, this book explores the relationship between Russian Orthodoxy and politics in contemporary Russia. It reveals close personal links between politicians at the local, regional and national levels and their counterparts at the equivalent level in the Russian Orthodox Church – priests and monks, bishops and archbishops – who are extensively consulted about political decisions. It outlines a convergence of conservative ideology between politicians and clerics and also highlights that, despite working closely together, there are nevertheless many tensions. The book examines in detail particular areas of cooperation and tension: reform to religious education and a growing emphasis on traditional moral values, the restitution of former church property and the introduction of new festive days. Overall, the book concludes that there is much uncertainty, ambiguity and great local variation.

The diversity of cultures, religions, and moral values and the ways in which liberalism deals with this plurality is the topic at the centre of this book. The author illustrates the recent international debate on liberalism and diversity. In doing that, he discusses some controversial issues such as multiculturalism and minority rights, immigration, religious pluralism, children education, and the place of religion in society as well. After an analysis of some recent liberal theories, the book works out a solution to the problem of ensuring a peaceful and stable coexistence of different groups within the same institutional setting. It is a solution that is liberal in its general orientation, since it has a liberal allegiance to equality and individual rights. However, the proposed solution tries to recognize the due space to community loyalties, religious belongings, and cultural traditions.

Frontmatter -- Editorial Note -- Foreword -- Contents -- Part One: The Personal Life -- 1. A Humane Society / Rosenberg, Stuart E. -- 2. Freedom of Choice: The Ethics of Personal Responsibility / Chisholm, Brock -- 3. The Ethical Goals of Modem Education -- Part Two: Group Relations -- 4. The Moral Challenge of Underdeveloped Peoples / Johnson, Mordecai W. -- 5. Legislating Human Rights in Ontario: I / Fine, Louis -- 6. Legislating Human Rights in Ontario: II / Eberlee, Thomas M. -- Part Three: Government -- 7. Communicating the Truth: Ethical Dilemmas of Radio and Television / Stewart, Andrew -- 8. Ethical Problems in Politics / Douglas, Paul H. -- 9. Religious Ethics and Foreign Policy / Bennett, John C. -- 10. The Ethical Necessity of Def ending Democracy / Douglas, Paul H. -- Part Four: The Jewish Contribution -- 11. Jews and the Nations of the World / Mandelbaum, Bernard -- 12. Ethical Considerations in the Shaping of Jewish Life / Greenberg, Simon -- Contributors

1. On the Uses and On-going Relevance of Pragmatism for Communication Studies (Robert Danisch) -- 2. Richard McKeon in the Pragmatist Tradition (Peter Simonson) -- 3. Hu Shi's Search for the "Chinese Sophist" and "Spirit of Courageous Doubt" (Rya Butterfield) -- 4. Echoes of Pragmatism in India: Bhimrao Ambedkar and Reconstructive Rhetoric (Scott R. Stroud) -- 5. The Art of Adjustment: Ralph Ellison's Pragmatist Critique of Irving Howe (Jansen B. Werner) -- 6. Living Pragmatism: Alice Dewey's Open-Minded Approach to Experiential Education and Cross-Cultural Immersion (Karen Shea & Krysten Manke) -- 7. The Accidental Pragmatist: Jonathan Haidt's Moral Psychology as Pragmatic Popular Science (Jeremy Smyczek) -- 8. Jane Addams' Rhetorical Ear: Teaching, Learning, and Listening in the Settlement House Model (Amy E. Dayton) -- 9. Emergent Publics, Public Emergencies: The Importance of John Dewey in Jane Bennett's Nonhuman Politics of Vital Materialism (Daniel P. Richards)

Introduction / Vivek Sachdeva, Queeny Pradhan, Anu Venugopalan -- Identity assertions and the context of conflicts in South Asia / T.K. Oommen -- Constitution and conflict : mono-ethnic federalism in a poly-ethnic Nepal / Mahendra Lawoti -- Literature as cosmopolitics : beyond nations, borders and identities / Simi Malhotra -- Ideology as identity : progressivism of Punjabi poetry of 1970s and after / Akshyaya Kumar -- Flying high or lying low? The moral economy of young women in higher education in Punjab, India / Navtej K. Purewal and Manpreet K. Gill -- Dalit assertion and different shades of movements defining Dalits : from accorded nomenclature to asserted one / Vivek Kumar -- The question of loyalty : minorities and South Asian nationalisms / Tanweer Fazal -- Adivasi struggles in Chhattisgarh : "jal, jungle, zameen" / Sudha Bharadwaj -- Was Bhagat Singh an internationalist? Resistance and identity in global age / Aparna Vaidik -- The languages of the Indian English writer / Aruni Kashyap.

chapter Introduction: Theories of Elites -- chapter 1 Elitism by Birth: The Hindu Caste System -- chapter 2 Elitism by Class: Social Differentiation in Classical Greece -- chapter 3 Elitism by Selection: Byzantine Bureaucracy -- chapter 4 Elitism by Race: Europeans and the Indians of Colonial America -- chapter 5 Elitism by Moral Right: Europeans and Early Colonial Contacts -- chapter 6 Elitism by Special Election: The Millenarian Phenomenon -- chapter 7 Elitism by Conquest: The Tragedy of Cambodia -- chapter 8 Elitism and Ecclesiastical Authority: The Church and Medieval Heresy -- chapter 9 Elitism by Sex: The Gender Issue -- chapter 10 Elitism by Party: National Socialism in Germany 1920-45 -- chapter 11 Elitism by Economic Status: The Western 'Models' Problem -- chapter 12 Elitism by Culture: The Mass Culture Debate -- chapter 13 Elitism by Education: The Status of Science Issue.

This volume provides the key to a deepened discourse on philosophy in Africa. Available literature and academic practice in African philosophy since the 1960s have largely featured discourses in the areas of origin, general meaning and nature of the discipline, with little attention given to specialized areas. By contrast, this book examines a noticeable shifting focus from such general concerns to more specific subject-matter, in such areas as epistemology, moral philosophy, metaphysics, aesthetics, and social and political philosophy in the light of the African experience. The volume includes specific discourses from expert contributors on the nature, history and scope of African ethics and metaphysics, while also discussing particular themes in African epistemology, philosophy of education, existentialism and political philosophy. Researchers seeking for new perspective on African philosophy will find this work thought-provoking, instructive and informative