Displaying: 61-80 of 82 documents

0.078 sec

61. The Authoritarian Attempt to Capture Education: Year > 1945
Floyd H. Allport The Scientific Spirit and the Common Man
62. The Authoritarian Attempt to Capture Education: Year > 1945
Harry D. Gideonse Can Free Communication be Achieved?: Introduction
63. The Authoritarian Attempt to Capture Education: Year > 1945
Sidney Hook Democracy and Education: Introduction
64. The Authoritarian Attempt to Capture Education: Year > 1945
Bernard B. Smith Problems of the Radio
65. The Authoritarian Attempt to Capture Education: Year > 1945
Edwin A. Burtt Vocational Education: For Freedom or Domination? The Argument
66. The Authoritarian Attempt to Capture Education: Year > 1945
Irwin Edman The Arts of Liberation
67. The Authoritarian Attempt to Capture Education: Year > 1945
Arthur E. Murphy Tradition and Traditionalists
68. The Authoritarian Attempt to Capture Education: Year > 1945
Eduard C. Lindeman, Lawson G. Lowrey, Morris Meister, John G. Pilley Does Progressive Education Educate? The Discussion
69. The Authoritarian Attempt to Capture Education: Year > 1945
Sophia L. Fahs, A. Eustace Haydon, Alain Locke, Conrad H. Moehlman, Charles W. Morris The Teaching of Dogmatic Religion in Democratic Society: The Discussion
70. The Authoritarian Attempt to Capture Education: Year > 1945
Donald Bridgman, Abba Lerner, Theresa Wolfson, J. Raymond Walsh Vocational Education: For Freedom or Domination? The Discussion
71. The Authoritarian Attempt to Capture Education: Year > 1945
Bruce Bliven Problems of the Press
72. The Authoritarian Attempt to Capture Education: Year > 1945
V. T. Thayer Does Progressive Education Educate? The Argument
73. The Authoritarian Attempt to Capture Education: Year > 1945
A. J. Carlson The Social Responsibilities of Scientists
74. The Authoritarian Attempt to Capture Education: Year > 1945
Comfort A. Adams, Harry J. Carman, Henry Margenau, Donald A. Piatt, John Herman Randall, Jr. What Constitutes a Liberating Education? The Discussion
75. The Authoritarian Attempt to Capture Education: Year > 1945
Horace L. Friess The Teaching of Dogmatic Religion in Democratic Society: The Argument
76. Globalization and Education: Ethical Implications: Year > 2024
Måns Broo The Challenges of Globalization for Religious Education in Finland
abstract | view |  rights & permissions
The present article looks at some of the challenges that globalisation and multiculturalism can bring about by focusing on the case of religious education in Finnish schools. Despite having taken a turn for the worse in recent years, the Finnish educational system still enjoys a good reputation internationally, making it an interesting case of study. Based on previous research, the article provides a short introduction to the history of religious education in Finland, describes its present setup and outlines and evaluates the recent critique against it. Drawing on critical research and arguing for a closer look at the power relations involved, the article further shows the reasons for why representatives of minority religions wish to retain the present Finnish system of religious education.
77. Globalization and Education: Ethical Implications: Year > 2024
Acknowledgments
78. Globalization and Education: Ethical Implications: Year > 2024
Chuan HE (何川) Fugitive Ethics with Adam Smith in Beijing
abstract | view |  rights & permissions
This paper lays out the parameters of the term “ethical” itself, distinguishing the ethical from the moral. I then construe ethical experience by reflecting upon interviews with workers and student at a Beijing high school. Ethical life is the degree of recognition of the life these subjects gain through participating in a sociocultural life with other free and equal selves. Such recognition fails in the ideal, engendering the ethical experience of performative contradictions. I attend closely to the interviewees’ rational transitions—their ways of reasoning and understanding experiences—not as they follow logical ideals, but as material inferences arising from their lived experience. As they manifest wishes for a better world, I reflect on their cognition of a participatory life inside and outside of China, which limits a conceptual scheme implying forms of curricular practice that acknowledge, protect, and foster the integrity of injurable selves in an environment of injurable others.
79. Globalization and Education: Ethical Implications: Year > 2024
John Herold Emeric Pressburger: A Screenwriter who Teaches A Global Perspective
abstract | view |  rights & permissions
The paper argues screenwriter Emeric Pressbuger advances a global perspective on the human condition. His controversially sympathetic treatment of German officers from a country from which he was exiled shows a humanistic belief in values shared across nations and peoples. As the shepherds on the estate his father managed could not make out the unfamiliar images on a silent screen, audiences must learn how to read films such as The Spy in Black (1939) in which “war kills every decent feeling” and The Life and Death of Colonel Blimp (1943) where the public school values of fair play practiced by General Wynne-Candy no longer hold sway in the brutalities of modern warfare. Both films come to very ambiguous conclusions that test the audience’s capacity for uncertainty.
80. Globalization and Education: Ethical Implications: Year > 2024
Gordon Haist Axiological Ethics for Global Education
abstract | view |  rights & permissions
What implications does globalism have for education? Marx wrote of human nature abstracted and money “alienated” through credit and exchange value, and Habermas noted that class antagonism has shifted to consumer fetishism. These are clues to broader axiological issues at play, and this paper argues that the qualitative nature of value calls for situational and creative approaches rather than objective and subjective theories. Jacques Derrida’s critique of globalization is examined because it requires scrutiny over the concept of hospitality and calls for a new media-informed public space. An inclusively-driven public space requires a rethinking of values across differences. Globalization above all requires an axiological framework which would provide education with an important public purpose. Following Calvin Schrag’s philosophy of communicative praxeology, that purpose would be to teach transversal reasoning to create situational values apart from the materially driven global expansionism and resulting natural and social crises that are now upon us.