This chapter examines the emotional landscapes of Muslim women teachers from rural Pakistani communities as they employ Islam to construct and perform their identities as educated and empowered women.
The OECD is adding a global competency measure to its Program of International Student Assessment (PISA) suite of assessments for 15 year olds in 2018. Given the OECD’s hegemonic role in influencing multinational education policy, the inclusion is globally significant and requires scrutiny to ensure multicontextual and cultural viewpoints of “global competency” prevail over the possibility of more narrow privileged perspectives.
In this article, the authors explore the Kenyan government’s engagement with low-fee private schools, document and assess the impact of this support on the behavior of schools, and clarify key actor perspectives and responses within this context.
This article is a description and analysis of how the citizens of the former German Democratic Republic are attempting to reconstruct their educational system. As the GDR has divided into five federal states in order to incorporate with West Germany, five different school systems are being established. This article focuses on Saxony, the most populous of the new states, and its efforts to reconstruct its educational system.
The author speaks on the nature of the curriculum and appropriate standards in education from an economist’s point of view, and considers the issue of national standards from an international perspective.
Within anthropology we have developed several useful distinctions in discussing the questions of how grandparents do or do not play a role in the education of children in any given society, and particularly in our own. Within the context of this article the author uses the word education to include conscious teaching of any sort, whether of speech, manners, morals, or skills, but include also the process of socialization, which occurs in all societies as children learn to restrain their impulses, postpone gratification, control their sphincters, walk, talk, and participate in social life, and the process of enculturation, by which children learn a particular culture.
Develops a conceptual framework which views the school as a subsystem of both the local community and of the larger society.
The author reviews studies to date and concludes achievement motivation training courses improve school learning by improving classroom and life management skills rather than by changing achievement levels directly.'
This article discusses the influence of society and culture on the goals and content of educational problems.
The educational policies in effect in former subjugated countries are discussed.
The author outlines a wide range of ideas and points that he believes are relevant in forming judgments about what can and cannot be done with respect to modern education in Asian societies. He starts with a set of general ideas and moves toward a more concrete and hopefully practical level of analysis.
The author suggests that the most successful Educational Opportunity Programs are not those that are remedial in concept but those that concentrate on developing individual self-understanding and self-expression and relate content of subject matter to the realities of life.
In prosecuting this total war our nation finds itself with shortages not only in military and naval equipment, factories and raw materials, but also in men and women who are able and prepared to perform the kinds of tasks that mechanical warfare requires. These shortages have come despite recent great educational advances.
When we consider the problem of character education in the light of the world crisis, we have first to decide what kind of civilization we want and what kind of citizens we want to educate to lire in it.
I SHALL not take the reader's time with evidence that research has been of value in education. Probably no well-informed student of education has any doubt on the matter.
IN THE history of civilization there emerge from time to time epoch-making reconstructions of world outlook.1 Classical Greece furnishes the best-known instance, when that gifted people first brought conscious criticism to bear upon their own culture and so laid the foundations of subsequent Western thought. Another occurred when Copernicus, Galileo, and Newton gave modern natural science to the world and along with it, ultimately, all that we know as modern industrialism. Still another was Darwinian evolution which, aided and abetted, to be sure, by other factors, is even now remaking our hitherto dominant moral and religious outlook. The latest instance of such epoch-making reconstruction has only just begun, as immediately before us we see the foundations of Newtonian science being destroyed by Einstein's relativity and the equally important breakdown of the atom.
The above article by Professor Thorndike is the fifth of a series of addresses given before the staff of Teachers College with the aim of studying the basic principles which must underlie a system of education suited to the needs of a democratic society such as ours.