This article is devoted to the actual problem of multicultural education, reveals its essence and justifies its importance in the development of ethno-pedagogical competencies of future primary school teachers. The ethnopedagogical competence developed in the multicultural educational space will allow primary school teachers to prepare the younger generation for intercultural interaction in the conditions of complex social relations of the modern world in their further pedagogical practice.

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)

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.

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)

Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning underdeveloped in Wittgenstein. Chapter three introduces the method of practical epistemological analysis and a model of situated epistemic relations to investigate the learning of body (...) techniques in dinghy sailing. The concluding chapter introduces a model of situated artistic relations to investigate the learning of artistic techniques of self-expression in the Swedish sloyd classroom. (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)

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.

This study examined whether having attended a public, private or religious affiliated grade and/or high school influenced a college student’s ethical decision making process. We also examined whether having taken an ethics course in college influences a student’s ethical decision making process. Our sample included 508 accounting students (237 men and 271 women) from Albania, Ecuador, Ireland and the United States. Our analyses indicated no differences in ethical decision making that associated with either grade-or-high-school education. While our data showed (...) no difference in the reported attitudes between students from Ecuador and the United States after controlling for social desirability response bias, we found significant differences between the attitudes students from the United States and students from both Albania and Ireland. While gender was also significant for six of our seven scenarios, social desirability response bias was significant in all of our scenarios. (shrink)

The book will primarily be of interest to military officers and others directly involved in ethics education in the military, as well as to philosophers and ...

R. S. Peters has not only been the major philosopher of education in Britain during second half of the twentieth century, but by common consent, he has transformed the subject and brought it into the mainstream of contemporary philosophy. The ten essays in this book attest to his influence whether by critical examination of his ideas or by original treatment of topics in which has has inspired a new interest.

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)

This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students readi...

As a response to Le Fils, a film directed by the Dardenne brothers (), we explore the idea of speaking as an invitation and juxtapose it against ideas of speaking as a transactional, calculative, calibrated, activity. Speaking tends to be understood as a relatively straightforward matter: as a means of communication structured by such values as the reciprocal balancing of rights and obligations, of clear communication of information, of the gaining of insight into what is happening. Speaking, then, is a (...) means by which we explain, prove or pass judgement on something. Understood this way, it is easily associated with ideas of empowerment or of the mediation of information: one directs or commits oneself to a (shared) orientation—for example to what Jürgen Habermas refers to as ‘communicative reason’. It presupposes a particular attitude of the subject; speaking that addresses the listener and the speaker herself in the name of an orientation or particular expertise to which access is claimed. In this article, by contrast, we would like to explore a different avenue of thought whereby speaking appears rather as an abandoning or exposing of oneself. It is less an activity than a passivity or passion, through which one becomes present in the present, which is at once also a kind of invitation. In exploring this form of speaking, we take up some ideas of Martin Buber. Our discussion relates speaking to being inspiring and being inspired, revealing in the process the way that to be inspiring is at the same time to be inspired. Speaking as invitation, we conclude, is what education is about. (shrink)

ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but addresses broader (...) concerns in medicine and healthcare. The UNESCO draft declaration has some minor weaknesses, but on the whole, the strengths outweigh the weaknesses. One weakness is that some items in the draft are stated in a way that is too restrictive, thereby appearing to rule out legitimate activities. A strength of the Declaration is that it is relatively brief, yet at the same time contains sufficient detail to make it something more than a rehearsal of mere pieties. As the most recent of the numerous bioethics and human rights documents, the UNESCO draft draws on many of the earlier documents and also includes some of the most recent thinking about ethical norms and obligations. Perhaps its greatest strength lies not in details of the principles or their implementation, but rather in its stature as an international declaration issued by a United Nations organization. (shrink)

This study aims to explore the multiple mediating effects of political skills and entrepreneurial opportunity recognition between perceived entrepreneurship education and innovation. Structural equation is used to analyze data collected from 269 Chinese student entrepreneurs. Results showed that (1) There is a positive relationship between perceptions of entrepreneurship education and perceptions of innovation, (2) political skills and entrepreneurial opportunity recognition separately play a mediating role between perceived entrepreneurship education and innovation, and (3) political skills and entrepreneurial opportunity (...) recognition play a chain mediating effect between perceived entrepreneurship education and innovation. (shrink)

_Obstinate Education: Reconnecting School and Society_ argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist.

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a (...) worldview? -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)

This book takes Stanley Cavell's much-quoted, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work - through his response to Wittgenstein, Austin and ordinary language ...

Ethics education is an important goal in higher education overall. It is not clear how well psychology programs are meeting this goal. The American Psychology Association’s Guidelines for the Undergraduate Psychology Major (APA 2013) were created to support high-quality education in psychology. The Guidelines focus on five goals including Ethical and Social Responsibility in a Diverse World. This study is a review of ethics information available online from Franciscan Colleges and Universities. We accessed 24 Franciscan institutions and (...) reviewed the available information provided by 22 of them. We asked several questions: Whether the psychology department provided a mission statement and was ethics addressed in it? What courses focused on ethics or mentioned ethics in their description? Were there other institutional ethics courses required for psychology majors? Was ethics mentioned in the institution mission? The results of this study indicate a need for more intentional inclusion of ethics in university and program mission statements as well as specific courses for the undergraduate psychology major. (shrink)

Journal of Philosophy of Education, EarlyView.

Higher education has expanded at astonishing rates around the world. We seek to understand the oppositions that periodically arise, which may produce enrollment declines and/or imposition of political controls. The post-1945 growth of higher education was – to a greater extent than is often recognized – propelled by the liberal, and later neoliberal, international order. Oppositions arise from illiberal alternatives, which also may organize globally. The recent weakening of the global liberal order, associated with growing populism and nationalism, (...) creates conditions for a new wave of oppositions. We hypothesize that attacks on higher education emerge in countries less integrated into world society and in countries linked to international structures that support illiberal alternatives. We examine cross-national data on higher education over the period 1960–2017. Enrollments and funding are higher in societies more tightly linked to world society and lower in countries tied to illiberal international organizations. Analyses of enrollments in various fields, constraints on academic freedom, and terrorist attacks on education institutions show similar pattern. Finally, we observe heterogeneity in the forms of illiberal opposition: countries that suppress academic freedom generally are less likely to restrict enrollments. (shrink)