Suchergebnisse

It is one of the contradictions of our time that, in an age of internationalism, education in all countries continues to be oriented very much towards the nation state. There are two principal reasons for this predicament. The first is that education is still financed and prescribed by local, provincial and, in some cases, national governments without being exposed appreciably to the broadening influences of supra-national organizations. The second is that educational institutions are prone to resist change and, indeed, as they find uncertainty in the complexities of the contemporary world, prefer, as McLuhan says, to look in the rear-view mirror.

The expectations of the new states toward the internat'l society are shaped by their relationships with each other & with the superpowers. Neither set of relationships has proved to be stable in the decolonization era. Increasing cleavages in the group of new states & shifting priorities in the foreign policies of the US & the USSR attest to the fluidity of the contemporary environment. As the new states press their demands for soc justice & ED in the councils of internat'l org's, they reject ad hoc procedures & seek 'legislative' outcomes. If issue-areas become more autonomous in the next 2 decades, the fate of established 'trade-off patterns' will become uncertain, although some form of inter-regional or interfunctional bargaining is likely to persist. The authority of internat'l org's will remain contingent during the period of the 1970's when the new states will concentrate on consolidating the gains of the immediate post-independence yrs. HA.