Suchergebnisse

In the 1960s, activists and authors applied Marxist analysis to issues of sexuality and the family. Instead of focusing solely on personal identity, these activist scholars argued that sexuality was directly related to economic factors such as labor, health care, and education. This book seeks to revive dialectical materialist interpretations of sexuality, relevant to K-12 settings and society. Issues addressed include: LGBTQ community and history, gender-based harassment and bullying, sexuality and the curriculum, ideological origins of homophobia, theories of the family (conservative, psychoanalytical, anarchist, materialist), critiques of postmodernism, socialist feminism, and activist tactics/strategies for organizing in K-12 settings.

Art Education: Conflicts and Connections (2020) is a publication that brings together papers by international academics, artists and educators that are based on presentations made during an InSEA seminar in Valletta, Malta, in 2019. Following a process of revision and peer review, the papers now offer a wealth of topics and discussions that revolve around the challenging nature of art and education, both of which avoid neutral or apolitical positions. Ranging from collaborative pedagogies to issues of cultural identity, democracy, diaspora and risk, the papers present ethical dilemmas that confront us in contemporary life as well as the possibility of dialogue through art. ; peer-reviewed

This thesis will argue that systemic barriers hinder the implementation of international education laws designed to eliminate inequality. Discriminatory practices are frequently embedded in national views. These views present themselves in legislative choices despite the form of government. Further, embedded beliefs influence a nation's commitment or resistance to international human rights instruments. An analysis of state commitment and resistance to international education laws will serve as a guide for identifying and understanding the legislative barriers preventing the enactment of meaningful international education policy. Analyses on this subject have been reductionist in nature. They have failed to sufficiently consider all relevant factors contributing to a nation's commitment or resistance to international human rights laws. For demonstrative purposes, this inquiry will address the correlation between American and French domestic education policy and commitment to the educational provisions of the International Covenant on Economic, Social, and Cultural Rights as an example of international human rights law. In no way does this inquiry claim that all developed nations can, or should, be understood in the ways discussed here. This comparative analysis of the United States and France provides a useful illustration of this point.

This text translated here (first published in Die Tat in May 1921) is an early elaboration of Rudolf Laban's polyrhythmic ontology. The phenomenon of rhythm here takes shape through the manifold ways in which it resonates in the text (Ur-rhythm, Eu-rhythm, Kako-rhythm). Besides positing a fundamental co-dependency between rhythm, movement and space, Laban sees rhythm here also as the gateway to a socio-ethical dimension culminating in the Festival, or art of celebration.

The quality and availability of labour is important for the performance of ports. In sights from cluster theories are relevant for analysing training and education in ports, as ports can be regarded as clusters. In general, labour in clusters is relatively mobile, education services in clusters are relatively good and employees have a high willingness to invest in specific skills. However, skilled and talented labour still may be scarce, especially in regions with tight labour markets. Thus, in many clusters, including port clusters, firms and governments actively aim to improve the quality of labour. This paper presents an analysis of these efforts of firms and governments to improve the quality of the labour force in three seaport clusters. In this paper the concept of a 'training and education regime' is presented as an approach to analyse efforts of firms and governments to improve the quality and availability of labour. Important results of three case studies include first, the observation that the quality of training and education regime differs substantially between clusters. Second, the presence of a regime manager in Rotterdam adds to the quality of Rotterdam's training and education regime. Such an organisation may be effective across countries and clusters. Finally, the presence of leader firms, willing to invest in training and education also improves an education regime.

The creation of a secular education system was one of the great social experiments designed to break down religious intolerance within society. One element of this design was administrative, involving the creation of non-denominational schools, and another element involved a centralised curriculum. In this collection of essays, political philosophers, lawyers, sociologists, theologians and educators explore the role of state schools in promoting tolerance within 21st century multicultural, religiously pluralistic societies. How may different models of liberalism in the secular state have different outcomes in relation to religious tolerance in the education system? Does a state education system have a role in teaching values such as tolerance, and if so, how is this best achieved? How are epistemology and truth connected with tolerance? How does the ideal of a 'value free'secular education mask the values that the secular state teaches? The essays are written from both theoretical and practical perspectives and engage with each other directly to address one of the significant issues of our day. This is the fourth volume arising from a series of conferences on the theme of 'Negotiating the Sacred'. Previous volumes have included Blasphemy and Sacrilege in a Multicultural Society; Blasphemy and Sacrilege in the Arts; and Medicine, Religion and the Body

TWO STREAMS OF POLITICAL THOUGHT WERE PRESENT AT THE FOUNDING OF THE AMERICAN NATION.ONE WAS NOTABLE FOR FRIENDSHIP,BROTHERHOOD,INDIVIDUAL SPONTANEITY AND DISTAIN FOR THE MATERIAL.A FOLLOWER WAS T.PAINE,AND ITS BASIS IS IN ROUSSEAU.THE DECLARATION AND ARTICLES EXPRESSED IT.THE SECOND WAS FOR SOCIAL ORDER,RATIONALITY AND MATERIAL CONSIDERATIONS EXPRESSED IN THE CONSTITUTION BY HAMILTON AND MADISON.

This paper concerns important issues connected with adult continuing education in the context of innovative activity in a modern economy. The progress of civilization in the world leads to the creation of new goals and objectives in the entire system of education, and in particular in adult education. Education and the professional training of workers are closely connected with the development of companies and enterprises. Innovative activities contribute to the development of new technological and organizational solutions and to their popularization, creating and storing knowledge and abilities. The main elements in the sphere of the creation and popularization of innovation are: academic and applied sciences, companies, business environments, government institutions, corporations and international organizations.

It is impossible to imagine modern life without education. It allows a person to learn something new, to know the reality around, to realize their abilities, to reveal their talents, to find a vocation in life. Education is not only the process of learning new information, but it is also the upbringing and development of the individual, their exposure to the world and national culture, the formation of a certain system of values. Currently, there are several problems in education, like in any other public sphere, that cause active discussion in society and require resolution at the legislative level. This article presents a legal study of spiritual education, taking into account its legal regulation and implementation in Russia at the present stage. The authors of the article consider the most important aspects of the implementation of the right to spiritual education in Russia and conduct a comparative legal analysis of the Russian legislation on spiritual education. The article considers the types of educational organizations that provide religious education and their educational programs, describes the foreign experience of religious education, and conducts a systematic analysis of educational standards of higher education. The authors identify current problems in the field of organization and implementation of religious education, give recommendations for their solution, and indicate areas for improving legislation on religious education. It is concluded that the introduction of subjects teaching religion in educational institutions is legal in compliance with the principle of voluntary choice of education.