The reform of establishments for young offenders undertaken in 1945 prohibits any use of physical violence. Official texts and articles from the mainstream and professional media all highlight this rejection of the heavy-handed approach and extol the new pedagogy. If we put aside these printed sources and explore archives such as inspection reports, activity reports, records of both employees and the young people, we can see the discrepancy between actual practices and the new standards promoted by the authorities. The author (...) carried out the study at the Chanteloup correctional boarding school, the young offenders’ centre most likely to reject “educational violence”. However, even there it was still in evidence and so we evaluate the force of habit and the slow pace of certain changes in the field of education. (shrink)

La clôture en question dans les internats de rééducation pour filles (1945-1975). À la Libération, la plupart des établissements qui prennent en charge les mineures placées par l’autorité judiciaire en raison de leur délinquance ou de leur inadaptation sont des institutions fermées et la grande majorité d’entre elles est gérée par des religieuses soumises, par leurs voeux, à la clôture. Cependant, les années d’après-guerre constituent une période décisive pour le renouvellement des méthodes de l’Education surveillée : l’accent est mis (...) sur la réinsertion sociale et donc sur la nécessaire ouverture des établissements. Comment se traduit concrètement cette volonté d’ouverture dans les institutions féminines? Analyser les différentes modalités de l’ouverture – faire entrer des éléments extérieurs dans l’internat d’une part, et d’autre part autoriser les mineures à sortir –, apporte des éclairages sur les représentations des acteurs concernant la déviance juvénile féminine et permet de saisir certaines des spécificités de la rééducation féminine. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. (...) Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own (...) aims and methodology. (shrink)

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Martin Buber is considered one of the 20th centuryes greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buberes death the appreciation of his considerable legacy to the (...) various disciplines in which he had worked became rather muted, but was never completely forgotten. There is now a renewed and growing interest in Buberes thought, especially in his philosophy of education. This book brings together aspects of Buberes philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities. Buber's philosophy of dialogue and views on education are pivotal in demonstrating the personal and social benefits of dialogical education as well as the dangers of non-dialogical education. The book will be valuable reading for academics, researchers and postgraduate students interested in Martin Buber, education, peace dialogue and conflict resolution. (shrink)

Following Lyotard's death in 1998, this book provides an exploration of the recurrent theme of education in his work. It brings to a wider audience the significance of a body of thought about education that is subtle, profound and still largely unexplored. This book also makes an important contribution to contemporary debates on postmodernism and education.

A la fin du XIXe siècle, le progrès des sciences et des techniques parut ouvrir une ère de bonheur où l'homme, délivré des tâches serviles et de toutes les superstitions, serait enfin le maître de la nature et de son propre destin. Mais le XXe siècle ne tint pas ces promesses. Certes, le progrès des sciences a fait reculer la mortalité infantile et allonger l'espérance de vie. Les nouveaux moyens de communication ont permis la circulation rapide d'informations autour du globe. (...) Mais notre environnement est menacé par toutes sortes de déchets. La biologie a ouvert des voies effrayantes. l'automatisation a bouleversé le monde du travail. La nécessité de former des scientifiques pour créer et maîtriser ces nouveaux outils a fait reculer la culture classique. De tels changements ont obscurci les repères traditionnels, les esprits sont déroutés, le sens est en crise. A l'entrée du troisième millénaire, l'Académie d'Education et d'Etudes sociales ne pouvait laisser ces questions dans l'ombre : elles sont trop souvent l'objet de débats plus passionnés que fondés et raisonnés. La science menace-t-elle l'homme et son environnement? Pèse-t-elle sur la cohésion sociale et la démocratie? Quelle est sa place dans la culture, à côté de la philosophie? Comment le chrétien se situe-t-il dans ce monde scientifique et technique? Par une étude raisonnée de ces questions, l'AES souhaite délivrer un message d'espoir et de confiance, et contribuer à mettre le développement scientifique et technique au service de l'homme, suivant la parole de l'Ecclésiastique : " Le Très-Haut a donné à l'homme le savoir pour être glorifié dans ses merveilles " (17,8). (shrink)

Discursive accounts of the body have been prominent recently. While acknowledging the usefulness of these, the author, drawing upon specific philosophers of the body and a wide range of other theorists, focuses attention on the experiencing body which she refers to as 'creatural existence’. Thinking in terms of the creatural, she argues, can better situate human beings in their environment, thus emphasizing a kind of 'ecological notion of subjectivity’, in which place-based existence is understood anew. The educational implications of focusing (...) on what bodies 'do' and not so much in terms of how they are socially inscribed, presents them as practico-sensory totalities which should perhaps be seen as systems rather than an as mere organisms or entities. Such an articulation of creatural existence emphasizes animality, and in so doing reminds us of the centrality of the senses in all knowing and doing, including crucially, in relation to those practices which we have understood as 'work'. Multi-sensorial education is a major sub-theme of the book and the author argues persuasively for this by means of a critical analysis of the ocularcentrism that is characteristic of contemporary culture. (shrink)

Simon A Longstaff; Democratic Education and the Curriculum Safety-net: a tantalising illusion?, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2.

The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...) scientific and philosophic basis for the cosmic education where the subject is a comprehensive process of formation and directed progress of both an individual mind and a conglomerate of minds called the "psychospace". The cosmic education researches the permanent progress of the intelligent matter of the Earth. The purpose of the cosmic education has been determined as formation of a planetary and cosmic personality. According to the authors, a planetary and cosmic personality is a harmony of mind, soul, and body, and such harmony is directed to usethe internal creative potential of mind to the benefit of the intelligent matter of the entire Earthand the cosmos. The properties of such a planetary and cosmic personality are being improved continuously; they are a sample (the ideal) of the cosmic pedagogy and the image of a human being of the future. Through the usage of the entire potential and art of upbringing and educating, the cosmic pedagogy is called to embody the major properties of the image of a human being of the future in the new generations of minds and to form a planetary and cosmic personalitycapable of self-actualization to the benefit of the permanent progress of the intelligent matter. (shrink)

The aim of the article is the analysis of the principle of fair play which co-creates an axiological basis of contemporary sport as well as its basic moral category. The constituents of fair play are, first of all, responsibility and justice. Both values are central values, connected with each other, and also closely connected with other values inscribed in fair play, e.g. respect, solidarity, care or honesty. The conducted analysis shows that the rules of fair play connected with formal responsibility (...) and justice, i.e. following the rules and caring for the integrity of sport, are constituent for both sport and esports, whereas the rules of fair play connected with acting responsibly, i.e. respect and avoiding victory at all costs, are hard to realise in esports. It results from the fact that contact between the players is digitally mediated. Hence, apart from gestures and verbal communication, display of respect towards a player during a game is impeded, as is still more a spontaneous reaction to his or her being hurt. Also, avoiding winning at all costs is impeded in esports, as activities directed at obtaining victory are built into the content of the game and therefore should be carried out in accordance with the regulations, from the technical and tactical side and according to the possessed skills. However, it is possible to stop the game when the connection with the other player is suddenly interrupted. From a fair-play perspective also the content of some games employed in esports is questionable, as it assumes contesting moral rules, which in turn is at variance with the realisation of integrative, educational and formative functions of esports in society. (shrink)

The book uses marginality as a critical discourse to outline ways colonial and postcolonial education policies in sub-Saharan Africa created and perpetuated it and deprived some groups from realizing the democratic equality role of education. It provides new ideas for integrating policies to address the educational needs of marginalized children.