Suchergebnisse

The aim of the present contribution is to chart the history of how pedagogy was taught in Italy by analysing the professional figure and teaching activities of the professors of pedagogy, as well as the textbooks they used in their work. Two periods are considered separately: one from the early 1880s up until 1897, during which the Italian positivist culture made a serious effort to renew its teaching programmes and methods; the other from the turn of the century until just before the Great War, when the positivistic cultural and professional model began to lose ground, partly due to a new, radically different – even opposite – way of thinking. The lively debate that developed in the years before the war led to a severe criticism of the outcomes of the previously implemented innovations, paving the way to new proposals founded on the philosophical and pedagogical thinking of neo-idealism. This took concrete shape in the reform of the educational system that, even today, remains associated with the name of Giovanni Gentile (Minister for Public Education in Mussolini's government), who launched the reform. (DIPF/Orig.) ; Der Autor analysiert die pädagogischen Handbücher für die Lehrerbildung (der Primar- und Sekundarstufe) in Bezug auf die Epoche des Positivismus. (DIPF/Orig.)

ABSTRACT
Academia has become an increasingly common political target, particularly the institution of academic tenure, which many conservative politicians accuse of helping to perpetuate the ideological indoctrination of students. This study focuses on students' perceptions of professors' ideology by examining the link between student ideology, professor favorability, and perceptions of professors' ideology. We employ an original survey instrument and find that, rather than forming perceptions of their professors' political views based on their professors' actual positions, students tend to project their own ideology onto their professor, based on the extent to which they like their professor.

25 Years of extensive experience in academic, teaching, faculty administration, researches and education development. I participated in many professional activities, such as seminars, workshops, symposium, conferences organized by the Universities, Community Institutions, International organizations and governments. I'm working now with Mogadishu University as a lecturer and researcher in the faculty of education and its departments. I have published books and contributed many articles in MU research unit especially MU-journal and contributed various education fields development. In addition with my work in the Ministry of education Culture and Higher Education of Somali Federal Government, since 2007 I rolled out a good ideas in education policy and technical reforms.

Professor Kenneth Arrow has now added his views to the current Ricardian controversy in a provocative survey of alternative judgments regarding David Ricardo's contribution (Arrow 1991). Arrow's primary thesis appears to be that "the main thrust of Ricardo's system is a bold attempt to determine values independent of demand considerations" (Arrow 1991, p. 75), a position which has already come under attack (Caravale 1991; Hollander 1991). Our aim, however, is not to examine Ricardo's treatment of demand directly, but to question the fundamental suppositions upon which Arrow's analysis rests and the resulting conclusion that emerges.