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AbstractIn an important 1984 paper, "The Moral Education Theory of Punishment," Jean Hampton argues that the practice of inflicting painful criminal punishments is justified only if punishment is morally educative. Hampton's suggestion forms the point of departure for this article on Dostoevsky'sCrime and Punishment. I show that Dostoevsky agrees with Hampton that punishment should aim at moral reform; however, Dostoevsky presents no evidence that self-punishment or legal punishment reliably cultivates respect for law, legal authority, oneself, or others as moral agents. Instead, Dostoevsky's post-Siberian writings are highly critical of Russian criminal justice, and emphasize that moral education comes through dialogue, reflection, and criticism. This highly individualized treatment may be experienced as painful, but it does not have to result from, and it may even be impeded by, legal "hard treatment."

AbstractThis paper contends that Locke's educational writings are more robust in their commitment to autonomy than recent assessments of Locke as a theorist of "disciplinary liberalism" suggest. While Locke's account of parental power is conflicted, it is mostly compatible with a liberal, child-responsive approach to education. Insofar as Locke develops a pedagogy sensitive to the pupil's temperament and his rights as a child, he articulates a nuanced understanding of autonomy, shown to be a product of the individual's participation in a community of rational beings. Complicating both received understandings of Lockean liberalism as atomistic and newer claims about the dark forces of socialization it unleashes, this paper gleans from Lockean education the potential of a socially embedded subject, who looks both within and without himself to cultivate a posture of considerable critical independence.

Entrepreneurship skills are very different from managerial skills. Physiologically, entrepreneurial skills are the function of a developed right hemisphere of the brain, while managerial skills are processed in the left side of the brain. The development of entrepreneurs, therefore, is quite different from managerial development. According to Distinguished Professor Raymond W.Y. Kao, many people lose their entrepreneurial spirit because of the educational system. The problem appears to stem from the fact that traditional education teaches to formalize before doing, while entrepreneurs prefer action rather than pen and paper. This paper begins with a literature review. It then describes and analyzes entrepreneurship education in Canada, the US, Australia and Europe. It explains what is being taught and how. Based on the curriculum of almost fifty schools of business, the author develops a learning agenda, ranging from business basics and techniques, to character development skills and integration. Recommendations are then made, based on outstanding examples of entrepreneurship education in different countries.

Paradoxically, the contemporary phase of China's development under Communism is at once an extreme form of Westernisation and a partial reversion to traditional patterns. The totalitarian character of the present regime is not only reminiscent of the ancient autocratic order but is attributable to that tradition for its acceptance and acquiescence. On the ideological front, the state of confusion of thought, compounded by almost a century's cultural dislocation, has been brought to an abrupt end, with the promulgation of Marxism-Leninism as the state ideology which, though antithetic to Confucian orthodoxy in every essential way, is equally pervasive. Inasmuch as the ideological 'reconditioning of the Chinese nation is first and foremost an educational task, education has become the exclusive concern of the Communist state. Moreover, within the Marxian ideological framework, the pursuit of concrete national goals requires the education of the Chinese people. Hence there are two major aspects in the study of Chinese education under Communism: Fundamental principles and actual implementation; in short, theory and practice.

Provides a comparison of the transportation‐logistics education situation in Canada with the more gloomy one in the USA.

Bangladeshi women, denied education themselves, have seen its value as the way to a better future for their daughters. In their own words, they tell of their dreams and aspirations, their insecurities and constraints and of their hopes for the next generation

The paper examines the levels and trends in access to education and educational outcomes across generations of Egyptian youth. Examination of four cohorts of individuals aged 25–29 shows that, although basic education has democratized, some inequities in access to general secondary and college education have persisted over the past 25 years. The analysis of test scores from TIMSS and national examinations in the late 2000s shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as parental education, socioeconomic background, and birthplace. The high level of overall achievement inequality observed makes inequities in learning opportunities between Egyptian youth high compared to other countries in absolute levels. Moreover, learning gaps among pupils from different backgrounds appear at early grades. High and unequal levels of household expenditures in private tutoring and tracking into vocational and general secondary schools that depend on high stakes examination substantially contribute to unequal learning outcomes.