Suchergebnisse

The year 2004 was a watershed one for teacher education. The first results from the Performance Based Research Fund (PBRF) were announced, a Tertiary Education Commission report suggested that there should be clearer differences between the various tertiary education institutions, and two universities/ colleges of education have merged, with the remaining two pairs in negotiation. These events have brought particularly strong new pressures to bear upon teacher education. Research has assumed greater importance, both as a means to increased productivity and in its role as an underpinning to good teaching. That teaching be research-directed is both a legislative requirement and a philosophical imperative. One of the most elegant justifications is to be found in the Canterbury Declaration of 1945 where the hand of Karl Popper is clearly evident. In this article the legacy of his views for teacher education are explored in relation to PBRF and the institutional mergers.

The idea of an "Education Myth" was offered by C. E. Beeby as an over-arching policy framework which would permit a coherent set of policies to be developed in a systematic way. This paper outlines exactly what an education myth is, and then considers three such myths in New Zealand's education history: 1877 and survival of the fittest; 1939 and equality of educational opportunity; and 1987 and education as a commodity. A fourth myth is proposed for 2003 onwards – educated citizens in a democratic society.

Focuses on the qualitative change in state power in the latter part of the 20th century, especially in view of the connection to far-reaching technological transformations & to particular developments in the state's interaction with culture. The ironies of the hegemonic state, the totalitarian implications of its technological powers, the sinister geopolitical capacities of military technology, & the environmental movement's new, well-founded concern over the dangers of global conflicts are considered. K. Coddon

The contributions of French regionalist thought to political ecology are discussed, focusing on the work of Bernard Charbonneau (1910-1996). It is noted that even the urbanized French identify strongly with the natural particularities & local traditions of the regions in which they live, & fiercely defend their social & ecological integrity. Regionalism can, it is argued, represent a powerful alternative to increasing industrialization & commercialism, the result of the rampant spread of capitalism. Charbonneau warned that the alliance of capital, the state, & technology would lead to corporate-state totalization, which he compared to the political totalitarianism of Stalin; it is argued that globalization is the fulfillment of that warning. Charbonneau's regionalism resists this economic, political, & technological domination in part by replacing exchange value that allows us only to value things for what they are worth, with use value that allows us to value things for what they are. It is argued that, in addition to freeing us from domination, regionalist thought will allow us to live more rewarding & joyful lives. J. Paul

'Theories of Democracy: A Critical Introduction' by Frank Cunningham is reviewed.