The title incorporates the assumption that the 'human' in education is being threatened by certain processes. The guiding questions are: What are these processes and what constitutes the 'human' in education? Which activities characteristically performed by human beings are so central that they seem definitive of a life that is truly human and which changes or transitions in educational thinking are compatible with the continued existence of a being as a member of human kind and which are not? It is argued that the present debate on education is still dominated by the language of performance and global economic comparison. Educational practice must and will have to help the individual through a confluence of insights in his/her journey through life to form independent judgement.
Author: Isolde Woolley
Publisher: Peter Lang Pub Incorporated
Although Oakeshott's philosophy has received considerable attention, the vision which underlies it has been almost completely ignored. This vision, which is rooted in the intellectual debates of his epoch, cements his ideas into a coherent whole and provides a compelling defence of modernity. The main feature of Oakeshott's vision of modernity is seen here as radical plurality resulting from 'fragmentation' of experience and society. On the level of experience, modernity denies the existence of the hierarchical medieval scheme and argues that there exist independent ways of understanding our world, such as science and history, which cannot be reduced to each other. On the level of society, modernity finds expression in liberal doctrine, according to which society is an aggregate of individuals each pursuing his or her own choices. For Oakeshott, to be modern means not only to recognise this condition of radical plurality but also to learn to appreciate and enjoy it. Oakeshott did not think that it was possible to find a comprehensive philosophical justification for modernity, therefore the only way to preserve modern civilisation seemed to be an appeal to sentiment. As a consequence he was a passionate defender of liberal education as the best way to underwrite the 'conversation of mankind.'
Vision and Philosophy in Michael Oakeshott
Author: Efraim Podoksik
Publisher: Andrews UK Limited
Offers a radical rethinking of the meaning of work and learning in all domains of adult life: a "best of adult education" reader.
Critical Perspectives on Adult Learning
Author: Michael Robert Welton
Publisher: SUNY Press
Gordon Skilling writes candidly of each way station in this personal odyssey: the idealism of his student years at the University of Toronto and Oxford; his presence in Czechoslovakia on the eve of the Nazi, and later Soviet, invasions; his opposition to the Marshall Plan, NATO, and U.S. intervention in Korea; the effect of McCarthyism on his academic life; his involvement with the Czech and Slovak dissident movements and finally the Velvet Revolution. The Education of a Canadian also captures conversations with writers, journalists, scholars, and myriad friends throughout Russia and Eastern Europe (including Havel, Djilas, and Sakharov), making this history a distinctly human yet forceful document of profound humanity and international scope.
My Life as a Scholar and Activist
Author: Gordon Skilling
Publisher: McGill-Queen's Press - MQUP
Category: Biography & Autobiography
This is the first extensive study of a major Patristic work, showing its importance for the history of Church and theology, Manichaean studies and the use of ancient philosophy. It includes a critical text and translation of central passages.
A Study Of Titus Of Bostra's Contra Manichaeos : The Work's Sources, Aims, And Relation To Its Contemporary Theology
Author: Nils Arne Pedersen
It is often argued that religious schools and colleges promote intolerance, divisiveness, and fanaticism and that they violate the principle of academic freedom. Some writers also suggest that economic support for religious schools by the state violates the principle of the separation of church and state. Elmer Thiessen provides a philosophical defence of religious schools and colleges against these and other standard objections. He concludes with a radical proposal: a pluralistic educational system will better prepare students for citizenship in pluralist liberal democracies than a monopolistic state-maintained school system. In placing his argument within the context of liberal-democratic values Thiessen gives concrete examples of objections to religious schools and offers practical suggestions that follow from the philosophical treatment of the problem. In Defence of Religious Schools and Colleges bridges the gap between philosophical argument and educational practice. It will be of interest not only to philosophers and educational theorists but also to practitioners in education. Academics, policy makers, political theorists, lay-people, teachers, administrators, and parents B those who object to religious schools and colleges and those who find themselves trying to answer the objections B will benefit from reading this book.
Author: Elmer John Thiessen
Publisher: McGill-Queen's Press - MQUP
And in Favor of the Religious Instruction of the Young. Delivered in the Supreme Court of the United States February 10, 1844, in the Case of Stephen Girards̓ Will
Category: Charitable bequests
Author: Sir George Steuart MACKENZIE
Category: Educational psychology
There is no single answer to the question: what are human rights? The answer depends on whom you ask. Several of the papers presented at Fourteenth World Congress of Comparative Education held at Bog ̆aziçi University in Istanbul, Turkey, in June 2010 discussed issues related to human rights from a comparative education viewpoint. The nine papers presented in this book spans from policy analysis to practices in classrooms. They include analyses of human rights from a regional or country perspective, including Greece, Jordan, the Latin American region, Morocco, Northern Ireland, Portugal, the UK, the US, and Turkey. In facilitating a clarification of the ways in which we understand and talk about human rights in the field of comparative education, the editors have analysed and visualized the chapter contributions using Marie-Bénédicte Dembour’s categorization of human rights discourses. This is a fruitful exercise as it unravels the fact that we do not always mean the same thing when talking about human rights and also sheds light on the issues within human rights to which we are silent, issues that we should conceivably be discussing. Our engagement in human rights seems to focus on using these rights as leverage to promote our arguments about education, not engaging in a more philosophical debate about human rights. Human rights can be used as an ethical lingua franca and thus providing a fertile ground for nuancing our understanding of human rights. Since we experience a huge gap between morality and reality, an engagement in the ethical perspectives of human rights can help us on the way to closing this gap.
Author: Heidi Biseth
Publisher: Springer Science & Business Media
The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning. In other words, pedagogical encounters premised on the idea of iterations (talking back) and reasonable and compassionate action are not enough to engender forms of human engagement that can open up new possibilities and perspectives. Drawing on the works of poststructuralist theorists, in particular the seminal thoughts of Jacques Derrida, Jacques Rancière, Giorgio Agamben, Jacques Lacan, Stanley Cavell, Maxine Greene, Giles Deleuze and Felix Guattari, and Judith Butler, it is argued that a democratic education in becoming has the potential to rupture pedagogical encounters towards new beginnings on the basis that teachers and students can never know with certainty and completeness. Consequently, it is argued that teaching and learning ought to be associated with pedagogical activities in the making, more specifically a pedagogy out of bounds, in terms of which speech and action would remain positively free, sceptically critical, and responsibly vigilant – a matter of making teaching and learning more authentic so that students and teachers are provoked to see things as they could be otherwise through an enhanced form of ethical and political imagination. It is through pedagogical encounters out of bounds that relations between teachers and students stand a better chance of dealing with the strangeness and mysteries of unexpected, unfamiliar, and improbable action.
Untamed Variations of Democratic Education
Author: Yusef Waghid
Publisher: Springer Science & Business Media
Author: James Carlile,John Campbell Colquhoun
Author: James CARLILE (Minister of the Scots Church, Capel Street, Dublin.)
The fifties saw schools as purveyors of international Communism; the sixties attacked the public educational system as racist, mindless, and irrelevant; and the Bicentennial era calls the schools down for their failure to teach students fundamental academic skills. Professor Arthur Newman's book of readings reflects an idea clearly regarded as heretical in many circles--the idea that the American public school is not nearly so inadequate as many present-day critics insist. In order to aid the teacher-to-be, the educator, and the concerned citizen in evaluating the validity of such reproval, Newman has included a wide variety of material, both classic and recent, under the following heads: *The Charge to the Public Schools *The Always-Abundant Criticism *The Schools' Record in Academic Achievement *The Treatment of Minority Group Youngsters *Are the Schools Inflexible? *Public School Teachers *Public Schools and Social Ills *A Critique of the Critics Anyone disturbed about the state of American public education will appreciate Newman's celebration of the myriad strengths of our schools and will esteem the intelligent and responsible perspective he sets forth to evaluate today's criticism of U.S. schools.
Author: Arthur J. Newman
Publisher: Transaction Publishers
Fundamental Economic Principles, Methods, and Tools for Addressing Human Systems Integration Issues and Tradeoffs Human Systems Integration (HSI) is a new and fundamental integrating discipline designed to help move business and engineering cultures toward more human-centered systems. Integrating consideration of human abilities, limitations, and preferences into engineering systems yields important cost and performance benefits that otherwise would not have been accomplished. In order for this new discipline to be effective, however, a cultural change—starting with organizational leadership—is often necessary. The Economics of Human Systems Integration explains the difficulties underlying valuation of investments in people's training and education, safety and health, and work productivity. It provides an overview of how the field of economics addresses these difficulties, focusing on human issues associated with design, development, production, operations, maintenance, and sustainment of complex systems. The set of thought leaders recruited as contributors to this volume collectively provides a compelling set of data and principles for assessing the economic value of investing in people, not just in general but in specific investment situations. The early chapters provide the contexts for HSI and investment analysis, illustrating the enormous difference context makes in how issues are best framed and analyzed. A host of practical methods and tools for investment valuation are then presented. Provided are: A variety of real-world applications of economic analysis ranging from military acquisition and automotive investment to healthcare and high-tech investments in general, in both the U.S. and abroad A range of economics-based methods and tools for cost analysis, cost-benefit analysis, and investment analysis, as well as sources of data for performing such analyses Differing perspectives on economic decision-making, including a range of private sector points of view, as well as government and regulatory perspectives In addition, five real-world case studies illustrate how such valuations have been done and their major impacts on investment decisions. HSI professionals, systems engineers, and finance professionals who address investment analysis will appreciate the wide range of methods and real-life applications; senior undergraduates and masters-level graduate students will find this to be an excellent textbook that provides theory and supports practice.
Valuation of Investments in People's Training and Education, Safety and Health, and Work Productivity
Author: William B. Rouse
Publisher: John Wiley & Sons
Category: Technology & Engineering
How coherent is the claim that Catholic education is both distinctive and inclusive? This question, so crucial, both for the adequate articulation of a raison d'être for Catholic schools all over the world and also for the promotion of their healthy functioning, has not hitherto been addressed critically. Here it receives penetrating analysis and constructive resolution in a comprehensive treatment that integrates theological, philosophical and educational perspectives. The argument draws on wide-ranging scholarship, offering new insights into the relevance for Catholic education of thinkers whose work has been relatively neglected. The advance in understanding of how distinctiveness relates to inclusiveness is underpinned by the author's lengthy experience of teaching and leadership in Catholic schools; it is further informed by his extended and continuing dialogue with Catholic educators at all levels and in many different countries.
Author: J. Sullivan
Publisher: Springer Science & Business Media
Author: William HALE (Silk Merchant.)