The first information about the use of the squares was reached at the time of the Gokturks and continued with the Seljuk Empire. In the cosmology of the Seljuk Empire period, the sky squares / (Gokmeydan) provided the four basic elements which were; economy, military physical education, socialization, and sport. One of the most important elements to be considered about the sport was the establishment and operation of Sky square / (Gokmeydan) institutions while Seljuks were urbanizing. Even, it is known that Nizam al-Mulk, vizier of Sultan Malik-Shah I, was working on this issue intensively (İşcan, 1988). In this way, the sport was organized by the state to organize the sports, as well as sportsman training, protection, and nutrition. The sport was also influenced by the changing urbanization culture. In particular, it played an active role in ensuring security and urbanization in rural areas. The most striking example of this was the establishment of sports lodges for various branches in rural areas where urbanization was possible. As urbanization began, these sports lodges and buildings belonged to those lodges became a district of the city. To become the best fighting society, the Seljuk Empire reached its goal using its all facilities through Sky squares and Sports lodges. In addition to military physical education (both man and horse in terms of the period), Sky squares/ (Gokmeydan) and Sport lodges, which were opened to the people living in the city on certain days of the week, caused the public to operate in various sports branches as well as the establishment of enterprises that produce sports instruments of their interest and contribute to Seljuk economy.
The first information about the use of the squares was reached at the time of the Gokturks and continued with the Seljuk Empire. In the cosmology of the Seljuk Empire period, the sky squares / (Gokmeydan) provided the four basic elements which were; economy, military physical education, socialization, and sport. One of the most important elements to be considered about the sport was the establishment and operation of Sky square / (Gokmeydan) institutions while Seljuks were urbanizing. Even, it is known that Nizam al-Mulk, vizier of Sultan Malik-Shah I, was working on this issue intensively (İşcan, 1988). In this way, the sport was organized by the state to organize the sports, as well as sportsman training, protection, and nutrition. The sport was also influenced by the changing urbanization culture. In particular, it played an active role in ensuring security and urbanization in rural areas. The most striking example of this was the establishment of sports lodges for various branches in rural areas where urbanization was possible. As urbanization began, these sports lodges and buildings belonged to those lodges became a district of the city. To become the best fighting society, the Seljuk Empire reached its goal using its all facilities through Sky squares and Sports lodges. In addition to military physical education (both man and horse in terms of the period), Sky squares/ (Gokmeydan) and Sport lodges, which were opened to the people living in the city on certain days of the week, caused the public to operate in various sports branches as well as the establishment of enterprises that produce sports instruments of their interest and contribute to Seljuk economy. Article visualizations:
While scholars develop research with clear implications for policy and practice, this work has been largely ineffective in influencing thought beyond the academy. In this article, we explore challenges researchers face in designing public scholarship to influence policy. To illustrate, we profile one such effort, the "Opportunity to Learn Index," a national project designed to compare opportunities to learn in all 50 states, and we detail challenges related to method, analysis and presentation. This type of effort, we conclude, asks researchers to embrace unique challenges and the inescapably political nature of the knowledge enterprise, especially when engaging with non-researcher audiences. ; Los académicos desarrollan investigaciones con claras implicaciones para la política y la práctica, pero este trabajo ha sido en gran medida ineficaz para influir en el pensamiento más allá de la academia. En este artículo, exploramos los desafíos que enfrentan los investigadores al diseñar becas públicas para influir en las políticas. Para ilustrar, describimos uno de esos esfuerzos, el "Índice de oportunidad de aprender", un proyecto nacional diseñado para comparar oportunidades de aprendizaje en los 50 estados, y detallamos los desafíos relacionados con el método, el análisis y la presentación. Este tipo de esfuerzo, concluimos, pide a los investigadores que acepten los desafíos únicos y la naturaleza política de la empresa del conocimiento, especialmente cuando interactúan con audiencias no investigadoras. ; Os académicos desenvolveram investigações com claras implicaciones para a política e a prática, tendo este trabalho sido de grande importância para influir no planejamento mais de todo o mundo acadêmico. En este artículo, exploram os desafios que enfrentam as grandes e médias e as políticas para influir nas políticas. Para ilustrar, descrever unos de esos esfuzes, a "Índice de oportunidade de aprendizagem", um projeto nacional de planejamento para o plano de aprendizado nos 50 estados, e detectar os desafios relacionados com o método, a análise e a apresentação. Este tipo de esfriamento, concluísmo, pide sobre os desafios únicos e exclusivos da política da empresa do congestionamento, especialmente com interação com audiencias no investigadoras.
ABSTRACTThe accounting profession has long called for learning strategies that actively develop students' critical analysis and problem-solving skills in unstructured settings (Accounting Education Change Commission [AECC] 1990), and where learning outcomes map into American Institute of Certified Public Accountants (AICPA) (2000) core competencies. This paper proposes the use of a service-learning strategy in the introductory management accounting course. This learning strategy reflects the Institute of Management Accountants' (IMA) new definition of management accounting as a strategic imperative (IMA 2008), and responds to Rama's (1998) monograph revealing limited examples of service-learning in management accounting. In addition, this paper proposes that faculty work with real social enterprises that sell goods and services for profit and in support of a broader social mission. I argue that relative to working on nonprofit/government cases, working in the social enterprise setting may offer students a more tractable transition from the for-profit examples in many textbooks. I also argue that relative to working on for-profit cases, working in the social enterprise setting may provide students access to proprietary data used internally for managerial decision-making. The pedagogy of service-learning in the accounting curriculum and its relevance to that proposed in this paper is discussed. Generalized service-learning planning documents, examples, adaptations of case study questions, and a responsibility checklist are provided. Implementation guidelines that address key stakeholder barriers to success (Kenworthy-U'Ren 2008) are discussed, and examples of social enterprise service-learning implementations are presented. Post-implementation survey responses from students suggest that the social enterprise service-learning experience positively affected their learning of specific management accounting concepts, issues faced by mission-driven organizations, and how they can uniquely contribute by applying what they learn.
Faced with adverse circumstances, many people have sought refuge in drug addictions, drug use and abuse, which have negative consequences for their health. The authorities and professionals of different countries have developed a group of actions in the educational, legal, social and environmental fields, and have declared a very marked fight for the prevention of legal drugs. The aim of this article is to characterize the intersectoral link on smoking and its education, attenuation and control based on a study of the situation in the contemporary world. ; En el contexto educativo, les corresponde a los educadores ofrecerles a los escolares diferentes vías para prevenir el consumo de del tabaco, acción que se emprende desde la interacción y apoyo con la familia y la comunidad. El propósito de este artículo es realizar un estudio acerca de la protección de escolares en grupos de riesgos ante el tabaquismo y su educación social.
Bill introduced by the Texas Senate relating to the work-study student mentorship program administered by the Texas Higher Education Coordinating Board.
In Argentina, in the last twenty years, several educational policies of inclusion and integration have been implemented. The main topics are sex education, information and communication technologies and environmental education. The latter is a slowly developed field. Among the sector's public policies, in 2011 the Argentine Ministry of Education and the Secretariat of Environment and Sustainable Development published the manual "Environmental Education. Ideas and proposals for teachers", which was censored due to pressure from business groups in the extractive production sector. The objective of this article is to address the opposition to the publication, in order to trace aspects that allow a dialogue with the political situation of the period 2007-2011, characterized by various environmental conflicts and the debate of new regulations in the legal field, that caused the entry of the environmental issue into the public agenda. The methodological strategy is based on the use of the techniques of content analysis and discourse analysis, which allowed the manual to be characterized as State discourse, and to address the main opposition discourses. The results show that the manual questioned the legitimacy achieved by the mining and soybean sector, by presenting the consequences of the extractive model from a social perspective. ; En Argentina, en los últimos 20 años se han implementado diversas políticas educativas de inclusión e integración, entre las cuales destacan las áreas de educación sexual integral (ESI), tecnologías de información y comunicación (TICS) y educación ambiental (EA). Esta última corresponde a un campo en lento proceso de consolidación. Entre las políticas públicas del sector, en 2011 el Ministerio de Educación de la Nación Argentina, en conjunto con la Secretaría de Ambiente y Desarrollo sustentable, publicaron el manual Educación Ambiental. Ideas y propuestas para docentes, que fue censurado debido a la presión de grupos empresariales del sector productivo extractivista. El objetivo de este artículo es analizar los discursos de oposición a la publicación, a fin de rastrear en ellos aspectos que permiten dialogar con la coyuntura política del periodo 2007-2011, caracterizado por diversos conflictos ambientales y por el debate sobre nuevas normativas legales que provocaron el ingreso en la agenda pública de la cuestión ambiental. La estrategia metodológica empleada se basa en el análisis de contenido y el análisis del discurso, que permitieron caracterizar al manual como discurso de Estado y abordar los principales discursos de oposición. Entre los resultados, se identifica que el manual pone en crisis la legitimidad lograda por el sector minero y sojero, al presentar las consecuencias del modelo extractivo desde una mirada social.
The paper deals with how Public History and Public History of Education can be applied in secondary schools. Several advantages can be achieved through their presence: firstly, they enhance the role of workshops in studying history; secondly, they increase the motivation in Special Education Needs students. Three project works will be presented as they show how Public History of Education can stimulate interdisciplinarity.
El presente trabajo se propone discutir la relevancia y la actualidad de las reflexiones filosóficas de Theodor W. Adorno sobre educación. En ese contexto se mostrará que el centro de lo que podría considerarse la filosofía de la educación adorniana es la preocupación por formas de subjetivación autoritarias y su potencial antidemocrático a la luz del pasado reciente alemán. Para esto se argumentará que este "giro al sujeto", que Adorno propone como lema de una pedagogía crítica, debe ser comprendido en relación con los trabajos empíricos sobre el autoritarismo que el mismo autor llevó a cabo a partir de los años cincuenta y con ciertos motivos propios de su filosofía, tales y como la idea de crisis de la experiencia, su crítica a la idea de sujeto autónomo y su concepto anticonformista de crítica. El artículo estará basado en una lectura crítica e interpretativa de los textos adornianos sobre educación, especialmente de sus conferencias y escritos publicados en el tomo Educación para la Emancipación, así como de otros textos centrales de su obra. El objetivo general del artículo es pensar el papel de la educación en la formación de modos de subjetivación apropiados para una vida democrática y para combatir expresiones de autoritarismo social. En las conclusiones se mostrará que el centro del problema son las formas rígidas e identitarias de individualidad que una educación política para la democracia debe problematizar ; This paper aims to discuss the relevance and the actuality of Theodor W. Adorno's reflections on education. In this context, It shows that the central point of Adorno´s philosophy of education is his concern for ways of authoritarian subjectivation and its antidemocratic potential in light of the German recent past. The paper points out that the so-called "turn to the subject", the Adorno´s leitmotiv for a critical pedagogy, must be understood in relation to Adorno´s empirical works on authoritarianism carried on from around the 50´s and to certain issues of his philosophy, such as the idea of crisis of experience, his critique of the autonomous subject and his anti-conformist criticism. The article is based on a critical and interpretative reading of Adornos texts on education, especially of his lectures and writings published in the volume Education for Emancipation, as well as other important texts of his work. The general objective of the article is to think about the role of education in the formation of appropriate ways of subjectivation for a democratic life and that be capable of resisting manifestations of social authoritarianism. In the conclusions it will be shown that the core of the problem is the rigidity and the non-critical identity of forms of individualities, which the political education for democracy should call into question ; O presente trabalho se propõe discutir a relevância e a atualidade das reflexões filosóficas de Theodor W. Adorno sobre educação. Nesse contexto se mostrará que o centro do que poderia considerar-se a filosofia da educação adorniana é a preocupação por formas de subjetivação autoritárias e seu potencial antidemocrático a luz do passado recente alemão. Para isto se argumentará que este "giro ao sujeito", que Adorno propõe como lema de uma pedagogia crítica, deve ser compreendido em relação com os trabalhos empíricos sobre o autoritarismo que o mesmo autor levou a cabo a partir dos anos cinquenta e com certos motivos próprios de sua filosofia, tais e como a ideia de crise da experiência, sua crítica à ideia de sujeito autónomo e seu conceito anti-conformista de crítica. O artigo estará baseado em uma leitura crítica e interpretativa dos textos adornianos sobre educação, especialmente de suas conferencias e escritos publicados no tomo educação para a Emancipação, assim como de outros textos centrais de sua obra. O objetivo geral do artigo é pensar o papel da educação na formação de modos de subjetivação apropriados para una vida democrática e para combater expressões de autoritarismo social. Nas conclusões se mostrará que o centro do problema são as formas rígidas e identitárias de individualidade que uma educação política para a democracia deve problematizar
The actual task of the development of modern students' effective patriotism is caused by social division of the society, devaluation of some civic values, lack of motivation to perform patriotic deeds. This problem demands comprehensive approach to its solution. On the basis of scientific generalizations of pedagogical ideas and educators' experience it is defined entity, the aim, ways and civic importance of patriotic education of students are grounded; its components are highlighted and interaction with political and moral education is described. The forms and means of usage of study subjects content concerning to the civic and patriotic education in the educational process in higher educational establishments of Ukraine are offered. Achievement of student's education relative to this aim and these tasks associated with the formation of civic position of the individual having national self-consciousness and true patriotism. In the article on the bases of the analysis of classical and modern philosophical and pedagogical literature, civic and patriotic education is considered as one of the key components of national education in civic society. It is generalized the experience in education in the Municipal Establishment «Kharkiv Humanitarian-Pedagogical Academy» of Kharkiv Regional Council, that is represented as a system of educational influences that is characterized by diversity, complexity, interaction, sequence, etc. and are fulfilled on the level of different subjects of the educational process and extracurricular work. The described results of the special pedagogical research, been used by the staff of pedagogues for achieving strategic and current goals of the educational work with students, are important for understanding the meaning of the problem and looking for effective ways of its solvation. The article deals with pedagogically approved methods of the civic and patriotic education which provide maximal activation of both intellectual and moral spheres of a future pedagogue's personality. Pedagogical researches prove that realization of the integral system of educational, organizational and administrative work is able to provide the positive result of the youth's education if it is done with the efforts of the whole pedagogical stuff, maximally accumulates the potential of the educational establishment as a center of culture, educational sphere which stimulates the formation of a student's personality as both a national and a professional. ; В статье, на основе научных обобщений педагогических идей и опыта, определены сущность, цели, пути и обоснована значимость гражданско-патриотического воспитания студенческой молодежи, выделены его компоненты и охарактеризована взаимосвязь с политическим и нравственным воспитанием. Предлагаются формы и конкретизируются способы использования содержания учебных дисциплин для гражданского и патриотического воспитания в образовательном процессе высших учебных заведений Украины. Обобщен опыт воспитательной работы в Коммунальном учреждении «Харьковская гуманитарно-педагогическая академия» Харьковского областного совета, представленный как система воспитательных воздействий, характеризующихся разнообразием, комплексностью, взаимосвязью, последовательностью и осуществляющихся на уровне различных субъектов образовательного процесса и внеаудиторной работы. ; У статті, на основі наукових узагальнень педагогічних ідей і досвіду, визначено сутність, мету, шляхи та обґрунтовано значимість громадянсько-патріотичного виховання студентської молоді, виокремлено його компоненти й схарактеризовано взаємозв'язок з політичним і моральним вихованням. Пропонуються форми та конкретизуються засоби використання змісту навчальних дисциплін щодо громадянського і патріотичного виховання в освітньому процесі вищих навчальних закладів України. Узагальнено досвід виховної роботи у Комунальному закладі «Харківська гуманітарно- педагогічна академія» Харківської обласної ради, який представлено як систему виховних впливів, що характеризуються різноманітністю, комплексністю, взаємозв'язком, послідовністю тощо і здійснюються на рівні різних суб'єктів освітнього процесу та позааудиторної роботи.
Este artículo parte del supuesto de la aparición de una cultura pedagogizada durante los últimos 200 años, según la cual los problemas sociales percibidos se traducen en desafíos educativos. En consecuencia, tanto la investigación como las instituciones educativas crecieron, y una política educativa surgió como resultado de las negociaciones entre los profesionales, los investigadores y los responsables políticos. El documento mantiene que algunas experiencias específicas ocurridas durante la Segunda Guerra Mundial, provocaron un cambio fundamental en el papel social y cultural de los círculos académicos, que condujo a una cultura tecnocrática caracterizada por una mayor confianza mostrada hacia los expertos en lugar de a la práctica profesional (es decir, los maestros y administradores). Bajo este cambio tecnocrático, en primer lugar surgió un sistema tecnológico de razonamiento, que luego fue sustituido por un "paradigma" médico. El nuevo paradigma condujo a una medicalización de la investigación social, en el cual se da por sentado un particular entendimiento organicista de la realidad social, y su investigación se realiza bajo las más discutibles premisas. El resultado es que pese a la creciente importancia de la investigación en general, este cambio expertocrático y médico de la investigación social dio lugar a una reducción drástica de las oportunidades reformistas al privar a las partes interesadas de una amplia gama de investigación educativa, experiencia profesional, sentido común, y debate político. ; This paper starts from the assumption of the emergence of an educationalized culture over the last 200 years according to which perceived social problems are translated into educational challenges. As a result, both educational institutions and educational research grew, and educational policy resulted from negotiations between professionals, researchers, and policy makers. The paper argues that specific experiences in the Second World War triggered a fundamental shift in the social and cultural role of academia, leading up to a technocratic culture characterized by confidence in experts rather than in practicing professionals (i.e., teachers and administrators). In this technocratic shift, first a technological system of reasoning emerged, and it was then replaced by a medical "paradigm." The new paradigm led to a medicalization of social research, in which a particular organistic understanding of the social reality is taken for granted and research is conducted under the mostly undiscussed premises of this particular understanding. The result is that despite the increased importance of research in general, this expertocratic and medical shift of social research led to a massive reduction in reform opportunities by depriving the reform stakeholders of abroad range of education research, professional experience, common sense, and political deliberation. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada
학위논문(박사)--서울대학교 대학원 :사범대학 협동과정 글로벌교육협력전공,2020. 2. 유성상. ; 본 연구는 1966년부터 1991년까지 세계교회협의회(World Council of Churches, WCC) 개발국(Commission on the Churches' Participation in Development, CCPD 교회개발참여위원회)의 개발교육 사례를 조사하여 조직의 가치, 개발관, 개발교육 접근방식이 어떻게 형성되고 협상되었는지 보여준다. 그리고 개발교육에 관여하는 종교기반단체(faith-based organization, FBO)로서의 세계교회협의회의 관점을 연구하여 개발교육 분야와 개발교육에 관여하는 종교기반단체에 시사점을 준다. 연구 질문은 다음과 같다: 1966년과 1991년 사이에 세계교회협의회와 개발국은 어떻게 개발 및 개발교육을 개념화하였는가? 하위 질문은 다음과 같다. 세계교회협의회에서 비판적개발교육의 출현에 기여한 내외적 요인은 무엇인가? 어떤 요인이 개발 및 개발교육에 대한 관점의 시기적 변화를 초래했는가? 연구 분석의 개념적 틀을 구축하기 위해 비정부기구(NGO)와 종교기반단체 연구를 참고하였고 개발교육의 역사와 아놀드(1988)와 크라우스(2010의 분류 틀을 분석하여 세계교회협의회와 개발국의 사례에 적용할 개념적 틀을 형성하였다. 개발협력에 대한 관점은 자선(charity), 상호의존성(interdependence), 해방(liberation)으로 확립하였고, 개발교육에 대한 접근방식은 홍보 및 기금조성(promotion and fundraising), 인식 제고(awareness raising), 실천 동원(mobilization), 임파워먼트(empowerment)로 하였다. 이 분석틀을 기반으로 자금, 프로젝트, 정치적 입장, 파트너십, 교육에 관한 다섯 가지 핵심 질문을 도출하였다. 연구 방법으로는 세계교회협의회의 아카이브와 도서관에서 1차 및 2차 문헌 자료를 수집하여 분석하였다. 1966년부터 1970년까지의 1단계에서 세계교회협의회는 경제 성장이라는 개발협력 분야의 주류를 따랐다. 구조적 변화가 필요한 반면 선진국과 개발도상국간의 상호의존과 조화를 전제하였다. 세계교회협의회는 교회와 국가들에게 개발원조를 늘리고 예산의 일부를 기부할 것을 장려했다. 개발교육 사무국은 1968년 세계교회협의회에 결성되어 개발 이슈에 대한 인식을 높이고, 선진국 시민들을 정치적 캠페인에 참여시키고, 국제개발협력에 금전적 기여를 장려하였다. 1970년부터 1975년까지의 2단계에서는 개발도상국의 교회들이 사회정의, 자립, 경제성장의 원칙에 기초하여 선진국의 교회와 보다 동등한 파트너십을 요구하였고 세계교회협의회의 개발국이 결성되었다. 새롭게 회자되었던 종속 이론, 해방 신학, 그리고 파울로 프레이리의 비판적 페다고지의 영향을 받은 개발국은 곧 해방, 민중 운동, 의식화 원리를 바탕으로 네트워킹, 분권화, 실험 전략을 채택했다. 개발교육은 조화로운 상호의존성보다는 갈등이 불가피한 해방적 관점에 바탕을 두었다. 개발교육활동으로는 선진국의 교회 관련 개발협력단체의 개발교육분과 또는 정치 행동 집단과 협력하여 워크샵, 또는 캠페인을 개최하였고 이런 협력 단체에 개발교육 기금을 지원하였다. 1975년부터 1981년까지 3단계에서는 세계교회협의회와 개발국에서 개발 협력에 대한 신학 연구와 회원 교회와의 제휴에 초점을 맞추었다. 세계교회협의회는 "정의롭고, 참여가 보장되며, 지속가능한 사회"(Just, Participatory, and Sustainable Society, JPSS)의 비전을 세우고 냉전시기 비동맹국가들의 신국제경제질서를 지원하였다. 1970년대 후반 개발국의 "가난한 자들의 교회"연구는 교회의 발전 참여의 신학적 토대를 만들었다. 그러나 협의회의 교회들은 개발국과 협의회의 정치적 행동을 강조하는 개발협력과 개발교육에 반대했다. 또한 개발국은 선진국 시민들이 개발 이슈의 인식에서 개발을 위한 행동을 취하도록 장려하고, 글로벌 이슈와 지역적 관심사를 연결하며, 자선의식에 호소하지 않고 자금을 조달해야 하는 문제와도 씨름했다. 이러한 문제들은 개발국과 개발교육 협력단체들이 개발교육의 교육 과정을 성찰하여 기존 유형을 식별하고, 에큐메니컬 교육의 모델을 고안하도록 동기를 부여했다. 에큐메니컬 교육은 해방과 의식화의 비판적 모델과 문화 간 이해와 글로벌 인식의 유연한 모델을 통합했다. 그 시기에 예산 삭감, 조직적 중복, 그리고 개발교육을 기독교교육과 교차시키는 요구를 감안하여 1981년에 개발교육은 개발국과 교육국의 공동 사업으로 재정립되었다. 1981년부터 1991년 사이의 4단계에서는 세계적 흐름에 반응하여 개발교육이 새롭게 "정의, 평화, 창조세계의 보전(Justice, Peace, and Integrity of Creation, JPIC)를 위한 교육"으로 불렸다. 정의, 평화, 창조세계의 보전이라는 세계교회협의회의 중점 아젠다는 지역교회와 시민운동의 다양한 문화와 요구에 답하는 새로운 사회윤리적 비전이었다. 이 시기 개발국은 계속해서 활동가적 특성을 유지했지만 이 전 시기보다는 제도적인 교회를 통해 더 많은 일을 했다. 해방과 상호의존이라는 개념을 바탕으로 한 에큐메니컬 교육에 편입된 개발교육은 정의, 평화, 창조세계의 보전 지역 워크숍에서 대화를 통해 "억압하는 자"와 "억압받는 자"를 화해시키는 노력을 하였다. 개발교육을 통한 자금조달과 인지도를 높이는 노력과 비판적 분석을 통한 임파워먼트(empowerment)도 계속되었다. 세계교회협의회와 개발국의 사례는 기독교 에큐메니컬 단체가 어떻게 국제개발협력을 구상하고 개발교육을 촉진했는지 보여준다. 그 과정에서 개발과 개발교육의 원리를 타협하지 않으며 기금을 모으려 애썼다. 그리고 일시적인 봉사 프로젝트를 제공하기 보다는 개발도상국가 협력단체들과 네트워킹을 통해 교육과 시민 변호를 위한 역할을 맡았다. 또한 사회 정의와 구조적 변화를 위한 정치 교육과 행동을 장려했지만, 해방신학과 비판적 페다고지를 마르크스주의와 동일시하는 교회들의 저항에 부딪혔다. 개발국은 개발교육을 주로 추진했던 선진국 단체들과의 관계보다 개발도상국의 단체들의 입장에서 노력했다. 마지막으로 개발국이 강조했던 사회적행동은 점차 신학과 교육에 대한 성찰로 보완되었다. 개발교육은 결국 세계교회협의회의 다른 교육 분과와 결합하여 에큐메니컬 교육에 통합되었다. 이것은 교육학적인 성찰로서 개발교육의 진전이었지만 정치적 행동 요소와는 분리되는 결과를 낳았다. 에큐메니컬 교육에서 강조하는 화해는 가난하고 억압받는 자들의 고충을 충분히 듣고 해결하여 평화와 일치에 이르는 것이었으나 1980년대와 1990년대 전지구적 보수주의와 신자유주의가 대두되면서 에큐메니컬 교육은 갈등을 드러내는 비판적 모델 보다는 조화를 위한 교육이 되었다. 세계교회협의회와 개발국의 개발교육 경험은 몇 가지 함의를 가지고 있다. 오늘날 기금 모금은 계속해서 개발교육의 도구로 사용되고 있다. 개발교육의 도구로써 기금 모금은 투명하고 비판적으로 논의되어야 한다. 또한 개발교육은 비정부기구의 하나의 개발협력프로그램 뿐만 아니라 연대·상호학습의 파트너십을 규정하는 모드로써 단체의 중심적 요소가 되어야 한다. 비판적 개발교육은 또한 정치적 행동 차원을 포함해야 하며, 특히 비정부기구와 종교기반단체를 통한 비정규 교육 분야에서는 더욱 정치행동 차원을 강조해야 한다. 특히 기독교 종교기반단체에게 있어 행동과 성찰의 일치를 갖춘 비판적 개발교육은 이러한 사회 정치적 변혁을 위한 개발협력의 토대가 되며 교회의 개혁을 촉진한다. ; This study examines the case of development education by the World Council of Churches (WCC) primarily through the Commission on the Churches' Participation in Development (CCPD) between 1966 and 1991 to show how the organization's values, development perspectives, and development education approaches were shaped and negotiated through different phases. The WCC's place as an international faith-based development organization (FBO) involved in development education will be examined to find potential implications for both the development education sector and the faith-based organizations approaching development education. The main research question is formulated as follows: between 1966 and 1991, how did the WCC and its subunit CCPD conceptualize development and development education? Sub-questions include: What were some internal and external factors that contributed to the emergence of critical pedagogical development education in the WCC? What factors led to shifts in perspectives on development and development education through different phases? The research questions are answered by examining the history of the WCC and the CCPD and analyzing based on conceptual frameworks drawn from literature review on development education by non-government organizations (NGOs). Categorizations of practices in development education by Arnold (1988) and Krause (2010) were examined to form a conceptual framework with which to examine the WCC's development education. The perspectives on development cooperation were identified as charity, interdependence, and liberation, and the approaches to development education were identified as public relations and fundraising, awareness raising, mobilization, and empowerment. With the framework five key questions were also formulated to analyze the findings on issues of funding, service projects, political stance, partnership with the North and the South, and education as process and outcome. Archival documentary materials were gathered as primary and secondary sources to examine the organization's values based on theology and ecumenical social thought, along with its development perspectives and development education approaches in four different phases. The phases are contextualized through reviews of literature on development education by NGOs in those time periods. Internal and external factors that contributed to shifts in perspectives and approaches were considered. In the first phase from 1966 to 1970, the WCC followed the mainstream perception of development as economic growth. While structural change was necessary, it assumed a harmony of interests between the North and the South. The WCC called for churches and nations to increase development assistance and contribute a share of their budget. The development education secretariat was formed in the WCC in 1968 to raise awareness of development issues, and motivate Northern constituents to participate in political campaigns and encourage monetary contribution. In the second phase from 1970 to 1975, the CCPD was formed based on the requests by the churches in the South for a more equal development partnership with the churches in the North, based on the principles of social justice, self-reliance, and economic growth. Influenced by the emerging dependency theory, liberation theology, and critical pedagogy by Paulo Freire, the CCPD soon incorporated principles of liberation, people's movement, and conscientization, and adopted the strategy of networking, decentralization, and experimentation. Development education was based on a conflict perspective of liberation rather than harmonious interdependence, and was practiced by coordinating visitations, workshops, and consultations for development education partners and political action groups, primarily in the North. Fundraising in the North was to also serve as an instrument for development education. From 1975 to 1981 in the third phase, the WCC and the CCPD supplemented their actions with theological studies, and more specifically focused on partnering with member churches. Development education became even more essential to the CCPD's strategy to support the churches' own reflections. With a new formulation of an ideal society as just, participatory, and sustainable, the WCC sought to support the non-aligned nations in the Cold War global structure with their proposal for a new international economic order. Based on the perspective on development as liberation, the CCPD sought to assume a catalytic role within the WCC to challenge the Council and the churches to question the status quo. The CCPD study on "The Church of the Poor" became the foundational theological articulation on the churches' participation in development. But development education, along with the CCPD and the rest of the Council, encountered resistance from the member churches reluctant to take political action. It was also difficult to move the North's constituents from awareness to action, to connect global issues with their local concerns, and to raise funding without appealing to a sense of charity. These issues motivated the CCPD and its development education partners to reflect on the pedagogical process of development education and identify several existing models, and come up with a model of ecumenical education. Ecumenical education incorporated both the conflict model of liberation and conscientization, and the softer model of global awareness for intercultural understanding. Partly given budget cuts, organizational overlap, and the demands to cross-fertilize development education with Christian education, the desk was realigned as a joint venture between the CCPD and the Subunit on Education in 1981. The global context in the fourth phase between 1981 and 1991 changed the character of development education which was now called education for justice, peace, and integrity of creation. The WCC's priority was to facilitate the conciliar process of justice, peace, and the integrity of creation (JPIC) by responding to various contexts and cultures of the local and regional movements and church groups. The CCPD continued to be activist in character, but became less politically vocal and worked more through the institutional church channels than in the past decade. Development education that was incorporated into ecumenical education based on both the concept of liberation and interdependence was intended to reconcile the oppressor and the oppressed through dialogues in regional JPIC workshops. The fundraising and awareness raising components continued in the CCPD, along with empowerment through critical analysis, though the action component was less highlighted. The WCC and the CCPD's experience show how an international ecumenical organization conceived of international development cooperation and promoted critical development education. The Committee tried with difficulty to hold education and fundraising together without compromising on its values. And rather than providing temporary service projects, the Committee embraced its role in education and advocacy through networking with the partners in the South. It also promoted political education and action for social justice and systemic change, but encountered resistance from those reluctant to commit to political action or side with what they equated with Marxism. The CCPD also tried to prioritize participation and input from the marginalized South, but its relationship with various Northern partners with whom the Commission promoted development education was less clear. The CCPD's emphasis on action was also supplemented by its reflections on theology and pedagogy. Development education was eventually combined with other aspects of education in the WCC and was incorporated into ecumenical education. This advanced pedagogical reflections on development education but resulted in downplaying the critical political action component and separating education from development cooperation in the WCC. The final emphasis on reconciliation in ecumenical education tried to work toward peace and unity while giving due attention to tensions and grievances, but in the general global climate of conservatism and neoliberalism in the 1980s and the 1990s, and the churches' reluctance to address tensions, the WCC returned to the softer forms of development education. The WCC and the CCPD's experience with development education holds several implications. Today fundraising continues to be an instrument of development education. Ways to transparently and critically link both elements must be devised. Specifically, critical development education should also be an essential element in development cooperation and NGOs as not just a program thrust but as a mode that defines partnerships of solidarity and mutual learning. Critical development education should also include a political dimension, especially in the non-formal sectors through NGOs and FBOs. Especially for Christian FBOs, critical development education with its unity of action and reflection should be a foundation for its political activism. Such development education facilitates a way toward the churches and the ecumenical movement's own renewal. ; CHAPTER 1. INTRODUCTION 1 1.1 Background and rationale 1 1.2 Purpose and research question 13 1.3 Research design and data collection 14 1.4 Overview of chapters 23 CHAPTER 2. DEVELOPMENT EDUCATION BY NGOS 25 2.1 Development education in NGOs and FBOs 26 2.2 NGO pedagogical issues 41 2.3 Types of development education 46 2.4 Conclusion 58 CHAPTER 3. ECUMENICAL SOCIAL THOUGHT IN WCC 60 3.1 Structure and social thought in the WCC 60 3.2 Organizational context of WCC 72 3.3 Conclusion 77 CHAPTER 4. DEVELOPMENT AND DEVELOPMENT EDUCATION IN WCC AND CCPD 79 4.1 Phase one 1966-1970: Seeking a new kind of development 80 4.1.1 World Conference on Church and Society in Geneva, 1966 80 4.1.2 Cooperation with the Roman Catholic Church 84 4.1.3 WCC Assembly at Uppsala, 1968 88 4.1.4 Development education consultation in 1969 95 4.1.5 From charity to interdependence, with signs of liberation 96 4.2 Phase two 1970-1975: Beginning of CCPD and concretization of strategies 99 4.2.1 Development projects consultation in Montreux, 1970 100 4.2.2 Global situations and WCC affairs in the early 1970s 103 4.2.3 CCPD's development mandate and strategies 107 4.2.4 Development education strategies and programs 117 4.2.5 From interdependence to liberation 130 4.3 Phase three 1975-1981: Evaluation and realignment 134 4.3.1 WCC Assembly in Nairobi and JPSS in Unit II 134 4.3.2 Toward a church in solidarity with the poor 139 4.3.3 Tempering expectations by 1979 145 4.3.4 Reviewing a decade of development education 151 4.3.5 Toward critical reflections 160 4.4 Phase four 1981-1991: Development education joins ecumenical education 163 4.4.1 From Vancouver 1983 to Canberra 1991 163 4.4.2 CCPD in the 1980s 167 4.4.3 Development education as learning for JPIC 171 4.4.4 Back to interdependence 177 4.5 Shifts through phases 180 4.6 Conclusion 189 CHAPTER 5. ISSUES IN DEVELOPMENT EDUCATION 192 5.1 Conviction to hold together education and fundraising 193 5.2 Education as essential to CCPD 197 5.3 Commitment to political action 200 5.4 Emergence of Southern initiative 205 5.5 Transition from education for action to education as process 209 5.6 Conclusion 214 CHAPTER 6. CONCLUSION 217 6.1 Summary 217 6.2 A way forward 222 6.3 Limitations and suggestions for further studies 227 6.4 Conclusion 229 BIBLIOGRAPHY 231 APPENDIX 245 국문초록 269 ; Doctor
Findings of the sector identification mission Vocational Education and Training (VET) in Indonesia, May 1990. The general objective was to investigate the present VET situation and to make some preliminary assessments of areas for possible cooperation between the Indonesian and the Netherlands governments. (CESO)
