The questions go back to pre-Platonic times: how do states turn ordinary people, especially new generations of young people, into supportive, contributing citizens? Are the tasks required to do this in modern democracies such as the United States different from those in states which rely on authoritarianism or state-sponsored terror? There are numerous variations on these questions: How does a conquering nation gain the allegiance of the vanquished? If a government is overthrown in a coup, how do the new rulers convince the citizens that they are the rightful and legitimate power holders? All of these devolve into questions of civic education.
Following the development of a "Concept Note" for the World Bank Education Strategy 2020, the World Bank engaged in a series of activities to garner feedback about the new strategy. In early 2011, a revised strategy was published entitled, "Learning for All: Investing in People's Knowledge and Skills to Promote Development." The document ranges from explaining the role of education in development to the philosophy behind a new strategy and concludes with details about performance and impact indicators. To bring together the scholarly work and both evidence and expert opinion about the development practices of the Bank, this volume includes chapters/authors with a range of research interests, practical experience, and ideological backgrounds.
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The emergence of unofficial seminars in Czechoslovakia since the 1968/69 U purges is discussed. The demotion of most faculty members to unskilled & insecure manual labor positions is reviewed, noting the restricted access to higher education allowed their children. The persistence of "underground" publication is examined; despite the guarantees of free speech provided by the 1976 Constitution, police harassment of writers & former faculty continues; the growth of legal resistance & defense committees is traced back to 1977. One case history of an "open" unoffical seminar, conducted by Julius Tomin from 1977 to 1980 is extensively documented, stressing its regular disruptions by the police, & the persistence of the participants in attending. Pros & cons of the underground vs openly dissident or extra-U approaches are evaluated, attributing much of the success of Tomin's seminar to its nonclandestine character. L. Whittemore.
The article examines the current state of education in the national education system. These set of contradictions, the resolution of which promotes the new goals. Documents are considered domestic legislation of Ukraine, the contents of which is education and education values of civil society. Shown the importance of educating the youth patriotism and desire to actively promote the establishment of statehood in Ukraine
This article reports on the status of consumer education in Canada in 2016 (junior and senior high), relative to the 2015-initiated federal national financial education/literacy strategy. Questions addressed: (1) Is it necessary to have separate financial education curricula when consumer education is available? and (2) Are the existing consumer education curricula adequate? After conceptualizing consumer education and literacy relative to financial education and literacy, a content analysis of provincial and territorial education documents identified 64 courses containing consumer-related content in seven subject areas. The majority (73%) of the 216 instances of consumer-related content—mostly (68%) found in home economics/family studies, social studies, mathematics, and business—pertained to resource management, with equal coverage for each of citizen participation (14%) and decision making (13%). Most (73%) of the courses were not offered until senior high. Results confirmed a fragmented and inconsistent approach to consumer education across subject areas, grade levels, provinces/territories, and regions. To stimulate dialogue, the national financial education strategy is framed as a stop-gap measure until there is political will for a pan-Canadian consumer education curriculum, predicated on the assumption that consumer education (not financial education) better prepares citizens for any future global depression. Appendix: McGregor Appendix
It seems to me that we must think in terms of regeneration and resurgence, as Simpson says, not mere sustainability. Following centuries of colonization and imperialism, industrial "development", toxic pollution, and carbon emissions from burning fossil fuels, the status quo is not to be sustained, but rather remediated. The impacts on the most vulnerable are crucially important for us all as a species. It is a myth that the rich will always be able to buy their way out of crises, and in any case, building an attractive future for humans requires regenerating the Earth for all life. One good place to start is by recognizing the heinous impacts of capitalist growth-driven economic systems. As someone who was trained as a neoclassical economist, I can state that the more you learn about economics, the more pernicious you realize it is. We need to admit the impossibility of privatizing all that is valuable, and the need to instead equitably govern the life-support systems (water, soil, air, forests, culture) that sustain humans and all life. This requires building education processes and systems that will be capable of transmitting skills for personal and collective responsibility, conflict resolution, "two-eyed seeing, 5 " awareness of nature and others, and discerning appropriate behaviours. It also requires continually articulating for ourselves, and publicly, that individual greed is not deserving of respect or adulation; linking personal wealth with political power is not the only or the best way to run human systems; it always eventually leads to downfall. Humans can do better. An example of a sustainable way to culturally embed the redistribution of wealth, and balance material wealth against respect for long-term leadership (rather than allowing wealth and political/economic leadership to reinforce each other) is the potlatch ceremony traditional to several First Nations on the Pacific Coast.
Intellectual biography contributes to our understanding of the history of ideas. It can help to explain the origins of a scholar's work, the ideological underpinnings of a subject's thought, and can shed light on the sociology of knowledge. This e-book includes articles that celebrate the lives and contributions of five different pioneers in business education.
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