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Abstract Does access to education facilitate the emergence of a human capital elite from which social activists, and thus, social change can emerge? Assembling a city-level panel of the political, intellectual, and economic elite throughout German history, we find that the opening of schools providing secondary education for women increased their representation among the human capital elite. These elites challenged the status quo and developed critical ideas that resonated in cities with higher human capital, connecting women to form a social movement. We find no evidence of other city-specific indicators of economic and gender-specific cultural change affecting our results. Differential returns to education are also unrelated to the increasing representation of women among the human capital elite, as the opening of gender-specific schools has no impact on the opposite gender.

Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- 1. Innovation in Socio-Historical Context -- 1.1. Meaning and significance of the word "innovation" -- 1.1.1. The origins of innovation -- 1.1.2. Innovation as the inverse of tradition -- 1.1.3. Innovation versus invention and creation -- 1.1.4. Innovation and creativity: a brief incursion into school -- 1.2. Innovation in the world of beliefs and values -- 1.3. Innovation in schools: what is its definition? -- 1.4. Innovation as progress -- 1.5. Techno-economic innovation and innovation in schools: Tocqueville and Schumpeter -- 1.6. Innovation and its process of socialization -- 1.7. Innovation and its future -- 1.8. From technical innovation to social innovation -- 1.8.1. Different innovations: characteristics and implications -- 1.8.2. Technical innovation and social innovation -- 1.8.3. Innovation of withdrawal and frugal innovation -- 2. Innovation in Schools and its Social Forms -- 2.1. Innovation in schools as social innovation -- 2.2. Educational transition as innovation in schools -- 2.3. How do we identify innovation in schools? -- 2.4. Innovation in schools and "best practice" -- 2.5. Promotion and transfer of innovation in schools -- 2.5.1. Promotion -- 2.5.2. Transfer of innovation -- 2.5.3. The perpetuation of an innovation within an educational establishment -- 2.6. Critical analysis of examples of innovation in schools -- 2.6.1. Elementary level -- 2.6.2. Junior high level -- 2.6.3. High school level -- 2.6.4. Innovation never comes alone -- 2.6.5. Innovation is not born of nothing -- 2.6.6. Is innovation only old pedagogy in a new wrapper? -- 2.7. Innovation in schools and its support -- 2.8. The place of pedagogic movements and great pedagogues -- 2.8.1. The instigators -- 2.8.2. The great pedagogues -- 2.8.3. Pedagogic movements

"Critical Perspectives on Technology and Education shows how researchers working in the area of technology and education can use critical perspectives to broaden the "ed-tech" research imagination, opening up new topics, asking new questions, developing theory and articulating an agenda for informed action"--

Introduction. The steppe zone of the Volga basin is interesting in connection with the study of the Orlovskaya, Cis-Caspian, and Khvalinskaya cultures. These cultures have an important significance for the prehistorical archaeology of Eastern Europe. The Orlovskaya culture is characterized by the appearance of the most ancient ceramics in the region, early signs of domestication are connected with the Cis-Caspian culture but the earlier metal items were found in the Khvalinskaya culture. Together with the main features of these cultures, the important question is a determination of reliable boundaries of them. From 2007 more than 60 radiocarbon dates were obtained. The basis consisted of the materials of the Varfolomeevskaya site. The most of dates had been done on the organics from ceramics. That was under dispute. Methods and materials. During the last eight years, more than 30 radiocarbon dates were obtained on the different organic materials (charcoal, animal bones, and food charred crusts) from new open stratified sites – Algay and Oroshaemoe. This set of dates gave the possibility to develop a reliable chronological schema for the Neolithic-Eneolithic in the region under consideration. The comparison of dates on the different organic materials has been done. Results. The chronological framework of the Orlovskaya culture, the Cis-Caspian culture of transition period and the Eneolithic Khvalinskaya culture for the steppe zone of the Volga basin was determined. The place of the Orlovskaya cultural antiquities among of Neolithic cultures of neighboring regions was established. The age of transitional Neolithic-Eneolithic Cis-Caspian culture with the earliest pieces of evidence of domestication in Eastern Europe was definite. The chronological framework of the Khvalinskaya Eneolithic culture in the steppe zone was considered and made the comparison with the Cis-Caspian culture. Authors' contribution. A.A. Vybornov is prepared the archaeological part of the article and did analysis and their interpretation of the radiocarbon dates on the Neolithic of the steppe zone of the Volga basin. F.F. Giljazov collected all dates of the Orlovskaya culture of the Algay and Oroshaemoe sites. N.S. Doga did an analysis of dates of the Cis-Caspian and Khvalinskaya cultures on these sites. M.A. Kulkova obtained the radiocarbon dates for different layers of the Algay and Oroshaemoe sites and did the correlations on the different organic materials. B. Philippsen obtained the AMS dates on charcoal, bones, charred crusts and did their correlation.

Preface -- Acknowledgements -- 1. Introduction: Matthew Ryan Hauge & Andrew W. Pitts -- Part I: Educational Contexts and Settings -- 2. The Torah versus Homer: Jewish and Graeco-Roman -- Catherine Hezser, SOAS, University of London, UK -- 3. Exodus from the Cave: Moses as Platonic Educator -- Craig Evan Anderson, Claremont School of Theology in California, USA -- 4. Observing a Teacher of Progymnasmata -- Ronald F. Hock, University of Southern California, USA -- 5. The Seven Sages, The Delphic Canon and Ethical Education in Antiquity -- James R. Harrison, Sydney College of Divinity, Australia -- Part II: Early Christian Appropriations -- 6. Fabulous Parables: The Storytelling Tradition in the Synoptic Gospels -- Matthew Ryan Hauge, Azusa Pacific University, USA -- 7. The Origins of Greek Mimesis, Ancient Education, and Gospel of Mark: Genre as a Potential Constraint in Assessing Markan Imitation -- Andrew W. Pitts, Arizona Christian University, USA -- 8. Luke and Progymnasmata: Rhetorical Handbooks, Rhetorical Sophistication and Genre Selection -- Sean A. Adams, University of Glasgow, UK -- 9. Luke's Antetextuality in Light of Ancient Rhetorical Education -- Dennis R. MacDonald, Claremont School of Theology in California, USA -- 10. A School pf Paul? The Use of Pauline Texts in Early Christian Schooltext Papyri -- Jennifer R. Strawbridge, University of Oxford, UK -- 11. How Did the 'Teaching' Teach? The Didache as Catechesis -- William Varner, The Master's College, USA --

Most comparisons of Thomas Hobbes and Baruch Spinoza focus on the difference in understanding of natural right. We argue that Hobbes also places more weight on a rudimentary and exclusive education of the public by the state. We show that the difference is related to deeper disagreements over the prospect of Enlightenment. Hobbes is more sanguine than Spinoza about using the state to make people rational. Spinoza considers misguided an overemphasis on publicly educating everyone out of superstition—public education is important, but modes of superstition may remain and must be offset by institutions and a civil religion. The differences are confirmed by Spinoza's interest in the philosopher who stands apart and whose flourishing may be protected, but not simply brought about, by rudimentary public education. Spinoza's openness to a wisdom-loving elite in a democracy also sets up an interesting parallel with Thomas Jefferson's own commitment to the natural aristocracy needed to sustain republicanism. In demonstrating the 17th century philosopher's skepticism toward using the state exclusively to promote rationality, even as he recognizes the importance of a sovereign pedagogical role and the protection of philosophy, we move to suggest that Spinoza is relevant to contemporary debates about public education and may reinvigorate moral and political discourse in a liberal democracy.

A reply to Janet A. Weiss's, John Coons's, & Jeffrey R. Henig's comments on Godwin et al's "Liberal Equity in Education: A Comparison of Choice Options" (all, 1998) maintains that a program using a graduated voucher system with low-income quotas for choice schools will help to alleviate inequalities of opportunity, diversity, & rights of lower-income families. It is agreed that more research is needed, but contended that the necessary data will only be obtained by instituting a pilot program that includes sectarian schools & does not restrict vouchers. Further, suggested integration requirements for schools accepting vouchers would prevent the greater class & ethnic segregation predicted by school choice opponents & would enhance diversity, which includes an expansion of the range of groups that support differing worldviews. It is not suggested that the state's role would increase governmental power, but simply that the national government should protect minority viewpoints often denied at the local level. The importance of moral self-perfection in promoting tolerance is discussed. 6 References. J. Lindroth

This volume will provide a comparative account of the meanings and processes of post-socialist transformations in education by exploring recent theories, concepts, and debates on post-socialism and globalization in national, regional, and international contexts.