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This book delineates a pluralist and dynamic model of practical action which thoughtfully takes into account the reflexive conception of agency that is, by and large, prevailing in current social sciences research. Such a model will challenge the one the cognitive sciences have rather successfully imposed on our understanding of the relationship between knowledge and action. To make this model available, the book compares Wittgenstein's theses on knowing, the pragmatist outlook on inquiry and the analysis of action in common offered by interactionist sociology. It thus shows how an integrated

In accordance with one of UNESCO's essential principles -- the support of human rights -- the Committee on Human Rights has set standards in the form of conventions, recommendations, & declarations. From its beginning in 1965 until 1977, this Committee was concerned only with communications concerning discrimination in the educational arena. A 1977 decision of the Executive Council of UNESCO instructed the Committe to monitor discrimination & human rights in all domains where it felt competent, in order to be more effective. Since the Committee is prohibited by the first article of UNESCO's constitution to intervene in any matter relevant to the internal jurisdiction of its member states, this decision presented a contradiction. In 1978, the decision was clarified by separating individual cases from general violations: individual cases were to be handled with mutual respect & confidentiality, & general violations & questions subjected to public scrutiny. In view of the necessary confidentiality regarding private cases, the Committee's work is often misunderstood. On the contrary, analysis shows a high % of cases settled between 1978 & 1988, when those deemed inadmissible are excluded. 1 Appendix. AA Tr & Modified by M. Pflum

UNESCO'S SUPPORT OF HUMAN RIGHTS IS IN LINE WITH ONE OF ITS ESSENTIAL PURPOSES AS LAID DOWN IN ITS CONSTITUTION: "TO FURTHER UNIVERSAL RESPECT FOR JUSTICE, FOR THE RULE OF LAW, AND FOR THE HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS . . ." IT WAS, THEREFORE, LOGICAL FOR THE UNITED NATIONS COMMISSION ON HUMAN RIGHTS TO ASK UNESCO TO ASSUME RESPONSIBILITY FOR THE TEACHING OF HUMAN RIGHTS, STARTING WITH THE ELABORATION OF A GENUINE SCIENCE CONCERNING THEM. UNESCO TOOK ON THIS TASK IMMEDIATELY AND CONTINUES TO BE RESPONSIBLE FOR IT THROUGH A LARGE NUMBER OF PUBLICATIONS AND THE WORK OF EXPERTS.

Concentrates on UNESCO's educational role to further universal respect for justice, rule of law, human rights and freedoms without destruction of race, sex, language or religion. Argues that, although few in number, cases successfully settled can be legitimately seen as a victory in this campaign. (AFH)

We are now in the first months of the provisions of Section One of the 1982 Employment Act coming into force. The Industrial Society has been working on practical involvement policies since the 1950s and I would like to sketch in very briefly the background to the current proposals on employee involvement as it may help us to come to grips with the present reality.

Love Is Stronger Than Hate "Nonviolence is not the recourse of the weak but actually calls for an uncommon kind of strength; it is not a refraining from something but the engaging of a positive force," renowned peace activist Michael Nagler writes. Here he offers a step-by-step guide to creatively using nonviolence to confront any problem and to build change movements capable of restructuring the very bedrock of society. Nagler identifies some specific tactical mistakes made by unsuccessful nonviolent actions such as the Tiananmen Square demonstrations and the Occupy protests and includes stories of successful nonviolent resistance from around the world, including an example from Nazi Germany. And he shows that nonviolence is more than a tactic--it is a way of living that will enrich every area of our lives

Dieses quantitativ und qualitativ herausragende Buch versammelt in seinen insgesamt 45 Kapiteln zahllose Beiträge zu Action Research: zum Forschungsprozess, zu Anwendungsmöglichkeiten, zu einzelnen Verfahrensvorschlägen. Nach einer sehr hilfreichen Übersicht über die folgenden Kapitel und einer Einführung ins Thema durch die Buchherausgeber beschäftigt sich zunächst ein Abschnitt Groundings mit den ethischen und epistemologischen Implikationen dieser Forschungsrichtung. Danach folgen drei weitere Abschnitte und schließlich die Conclusions: Practices enthält Beschreibungen zahlreicher Action Research-Spielarten. In Exemplars folgen ausgewählte Fallbeispiele, und Skills erlaubt den Leser(inne)n schließlich einen Einblick in für Action Research notwendige persönliche und methodische Kompetenzen. Jedes einzelne Kapitel zeichnet sich durch eine sehr hohe Qualität aus. In der Einführung und den das Buch abschließenden Conclusions definieren die Herausgeber Ziele und zentrale Themen, und sie diskutieren mögliche Perspektiven für die Zukunft des Action Research. Insgesamt bietet das Handbook of action research eine bereichernde Übersicht und einen gelungenen Vergleich der vielfältigen Ansätze innerhalb dieser Verfahrensfamilie, die in den Sozialwissenschaften zunehmend an Popularität gewonnen hat und weiter gewinnen wird.