Marcuse’s Challenge to Education, a collection of essays by scholars who have explicated his theories accompanied by unpublished lecture notes by Marcuse himself, examines his ground-breaking critique of education as well as his own pedagogical alternatives. This compilation provides an overview of the various themes of Marcuse's challenges to traditional education and connections with ideas of other radical thinkers ranging from Bloch and Freire to Freud and Lacan.

Marcuse’s Challenge to Education, a collection of essays by scholars who have explicated his theories accompanied by unpublished lecture notes by Marcuse himself, examines his ground-breaking critique of education as well as his own pedagogical alternatives. This compilation provides an overview of the various themes of Marcuse's challenges to traditional education and connections with ideas of other radical thinkers ranging from Bloch and Freire to Freud and Lacan.

After a decade of educational reforms, The Challenge to Care in Schools is even more relevant now than when it was first published. In her new Introduction, Nel Noddings revisits her seminal book and places care as central to current debates on standardization, accountability, privatization, and the continuous struggle between traditional and progressive methods of education. Rather then forcing one side to yield to the other, this book advocates an alternative, "responsive system" that will allow the best ideas (...) to flourish. In the Second Edition, Noddings once again envisions a school system built on the idea that different people have different strengths, and that these strengths should be cultivated in an environment of caring, not of competition. She suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children. Chapters address the practical and theoretical questions involved in organizing traditional and nontraditional areas of study around themes of care. Introductory chapters focus on caring in general and on the problems of liberal education, while the final chapter offers sound advice for implementing a caring curriculum in our schools. (shrink)

In response to recent developments in the labour market, in occupational structure and in occupational practice, many aspects of vocational education and training are subjects of discussion and in transition. The tertiary sector is growing, some occupations are integrating while others are differentiating. New methods of production and organization require new types of employee competencies: problem-solving and social-communicative skills are becoming more and more important. The article focuses on the importance and the possibilities of shaping these developments from a (...) gender perspective. First, the significance of changing qualification requirements is discussed for the technical sector, the service and care sector and the economic-administrative sector. Second, two innovations in vocational education and training are discussed: the recognition of prior learning and the development of flexible, modular educational pathways. (shrink)

Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 O estudo tem caráter qualitativo e busca em referenciais teóricos . C ontempla uma reflexão aberta a respeito do alvorecer da razão na modernidade, que lança o ser humano ao centro do universo . Ao fazê-lo, fragmenta a formação do ethos, vórtice que alcança a contemporaneidade. Na sequência traz suportes teóricos, com base, principalmente nas concepções de Agamben, Bauman,Vaz, entre outros, acerca da ainda possibilidade formativas de construção da comunidade humana. (...) Apesar dos numerosos e diversos conhecimentos produzidos, na atualidade, crescem as dificuldades de compreensão da condição humana e do significado dos fazeres humanos. A aposta na subjetividade como uma essência, marca da metafísica, também pos em questão a identidade pessoal . A contemporaneidade ampla e complexa clama por contextos educacionais capazes de dinamizar bases ontológicas com diferentes bases conceptuais e vivenciais. Dessa forma a problemática orientadora da reflexão é: como constituiu-se a formação do ethos contemporâneo e, quais são os desafios à educação? Como resultados destacamos que a racionalidade técnico-científica gerou despreocupação com a vivência de valores éticos voltados ao bem comum; a individualização fomentou a descrença em políticas democráticas e ceifou a esperança na formação de um ethos contemporâneo solidário. Concluimos que existe uma necessidade urgente de repensar a constituição ontológica do ser humano, como pressuposto imprescindível na reconstituição da relação entre o EU/TU ou EU/HUMANIDADE; a compreensão do Outro requer aceitar a pluralidade de perspectivas de novas vivências e formas relacionais; educar é vivenciar laços de sensibilidade social para construir comunidades nas quais a amizade seja o esteio político. Palavras-chaves: Educação. Ética. Comunidade. Amizade THE FORMATION OF CONTEMPORARY ETHOS: CHALLENGES TO EDUCATION: The study is qualitative and search for theoretical frameworks. Contemplates an open reflexion about the dawn of reason in modernity, which throws the human to the center of the universe . fragments forming the ethos vortex that reaches the contemporary. Following brings theoretical supports, based mainly on the concepts of Agamben, Bauman, Vaz, among others, about the possibility of building further training of the human community. Despite numerous and diverse knowledge produced, in actuality, there are growing difficulties in understanding the human condition and the meaning of human doings. The focus on subjectivity as an essence, brand of metaphysics, also calls into question the personal identity. The broad and complex contemporary calls for educational contexts capable of stimulating ontological bases with different conceptual and experiential bases. Thus the problem of guiding reflection is: how was the formation of the contemporary ethos and what are the challenges for education? The results highlight that the scientific-technical rationality generated unconcern with the experience of ethical values ​​directed to the common good; individualization fostered disbelief in democratic politics and claimed the hope of forming a contemporary ethos supportive. We conclude that there is an urgent need to rethink the ontological constitution of the human being as an indispensable prerequisite to rebuild the relationship between I / YOU or I / HUMANITY; understanding of the Other requires accepting the plurality of perspectives and experiences of new relational forms; educate social ties is experiencing sensitivity to build communities in which friendship is political mainstay . Keywords: Education. Ethics. Community. Friendship. (shrink)

This profound resource extends the concept of education as a human right to propose lasting solutions to educational disparities worldwide. Its multiperspective analysis probes the roots of educational inequities in recent and longstanding economic divisions, cultural domination, and political injustice, framing equal access to meaningful learning as a core aspect of a humane society. Characteristics of Educational Leaders without Borders (ELWB) are defined, and the challenges of their mission are examined in global context, from education of girls in (...) the Middle East to internet access in Haiti to the complex situation of U.S. minority students. In addition, an overview of historical precedents for ELWB in the work of Dewey and others helps to illuminate pressing issues that must be addressed by current and future humanistic leaders to improve educational access for the world's children. Among the topics covered: Education without nationalism: locating leadership when borders no longer hold. Toward a metanoia of global educational leadership. Teaching, technology, and transformation. The unique challenges of education in emerging West African countries. The economics of globalization in higher education. The transnational context of schooling. Educators, education researchers, and policymakers in education will welcome the clear-minded realism and ethically robust agenda found in Educational Leaders without Borders. (shrink)

The general thesis of this paper is that the motives of the currently dominant global educational governance are rooted in a specific cultural milieu in the time of the Cold War, more precisely in the late 1950s, heading to a harmonious world. The more specific thesis is that a series of failures in the achievement of this harmonized globe led to reforms in educational governance, leading eventually to the development of instruments like large-scale assessments, such as PISA. The concluding thesis (...) of the paper is that precisely because the idea of global governance is rooted in a specific culture, its instruments run the risk of only affecting formal structures of education in other cultures rather the inner activities of the ‘educational fabric’. (shrink)

There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its (...) epistemological underpinnings. Implications of postmodernism for the teaching and learning of history are discussed. (shrink)

Populists employ truth as a tool for aligning the people against the elite. Citizenship education rarely takes up critiques of liberal democracy, discussions of populism, or conversations about what truth is. This paper provides an alternative pragmatist vision of truth that builds on the populist call for democracy to better reflect the will of the people, while also pushing back against the harms potentially caused by populism. Students today need to learn how populism works performatively and through discourse. But (...) more importantly, they also need to learn how to engage with populism by taking up some of the real challenges it poses in their communities today. Citizenship education that overtly talks about how truth operates and demonstrates how inquiry can be used to determine “what works” better prepares students for the flawed democracy we see at play today and provides pathways for improving it in the future. (shrink)

As future citizens, students must make decisions requiring an understanding of the interaction of science and technology and its interface with society. STS education has been strongly identified with meeting this goal, but putting theory into practice has so far been difficult. This article asks, “What are the challenges influencing science teachers to implement STS education in the science classroom?” The author investigated using a mixed method research technique incorporating multiple sources of qualitative and quantitative data (questionnaire, interviews, (...) field notes, and classroom observations). Constraints a fecting teachers' practices in teaching science through STS education were identified and can be categorized into impersonal, interpersonal, and personal constraints. Findings indicated interactions within and between external and internal constraints. Suggestions are made for implementing change in various aspects of science teacher education. (shrink)

The article analyses the impact of the neoliberal policy framework and managerialism on critical legal education in the context of Waikato Law Faculty, University of Waikato, Aotearoa New Zealand. The delivery of critical legal education challenges the ideology and implementation of current tertiary education policy and training because it is designed to deliver critical knowledge and not just vocational information. Waikato Law School was established in 1990 the year the neoliberal tertiary policy was enacted in the (...) class='Hi'>Education Amendment Act 1990. It represented an attempt to introduce a more critical and inclusive approach to legal education. The article provides an account of the struggle to maintain a critical approach under a statutory framework that requires conformity to government policy designed to cut the cost of tertiary education and integrate universities into a neoliberal policy framework. The case study is intended to illustrate the insidious influence of the policy on undermining a legal education that prepares students to think critically. It is also intended to illustrate that it is possible to resist this interference in the fundamental role of the academic to be the critic and conscience of society. (shrink)

This volume reconsiders pragmatist conceptions of democratic education, especially John Dewey's. It addresses what democratic education can mean in the face of the current threats that are undermining democracy. Since the middle of the twentieth century, liberal philosophers have been skeptical of fostering values through public education. Since liberal democracy must embrace different worldviews, education, especially public education, must refrain from teaching values as far as possible. Given the recent undermining of democratic nation states and (...) their liberal foundations, this educational abstinence can be interpreted as one of the drivers of the current crisis of democracy. This volume sketches how a renewed democratic education, in the model of John Dewey and other forms of pragmatist educational philosophy, might look today. The volume identifies the conceptual, political, and technological challenges to education and democracy, and explores how a new democratic education could translate into the classroom. John Dewey and Contemporary Challenges to Democratic Education will appeal to scholars and advanced students interested in pragmatism and American philosophy, philosophy of education, and political philosophy. (shrink)

Political liberalism, conceived of as a response to the diversity of conceptions of the good in multicultural societies, aims to put forward a proposal for how to organize political institutions that is acceptable to a wide range of citizens. It does so by remaining neutral between reasonable conceptions of the good while giving all citizens a fair opportunity to access the offices and positions which enable them to pursue their own conception of the good. Public educational institutions are at the (...) center of the state’s attempt to foster both of these commitments. I argue that recent empirical research on the role that non-cognitive dispositions (such as assertiveness) play in enabling students to have access to two important primary goods – opportunities for higher education and desirable jobs – creates a distinctive challenge for a liberal egalitarian education in remaining neutral with respect to conceptions of the good while promoting equal opportunity. (shrink)

This book functions as a set of theoretical, empirical, and pedagogical challenges to two fields of scholarship.

This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent 'the last word' on the provision of learning and the enhancement of life chances and instead we put (...) forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. (shrink)

This essay explores Badiou's writings on art and inaesthetics. It reviews his notion of the artistic event, comments on his 15 theses on contemporary art and examines his notion of inaesthetics. What follows is then applied to art and its education in terms of his search for a ‘third position’ that would challenge the extremes of capitalist design innovation and Romantic idealism that in his summation define the contemporary landscape.

Higher education institutions in the Arabian Gulf region today, which have mushroomed and proliferated in the past ten to fifteen years, have been constructing themselves along models of Western universities at the levels of governance, programs, and structure. At the outset of the twenty-first century, universities have globally experienced a drastic shift in their governance from ‘republics of scholars’ to stakeholder organizations. In this paper, we discuss and deconstruct some of the consequences of that drastic shift, paramount among which (...) is the downsizing and neglect of some sciences/fields. We discuss some of the major problems that the Market Model of the University is facing in the West through a literature review. We also explore the academic view on some problems and challenges facing University governance today in the globe at large and specifically in the Arabian Gulf Region. We believe that universities in this region in their present state face the serious challenge of generating indigenous knowledge that fulfills the needs of citizens within this region, knowledge that draws upon the culture, history, and geography of the area and responds to the specific needs of citizens in this area. (shrink)

The COVID-19 pandemic is still a major global health problem that had substantial consequences on people’s daily lives. This paper evaluates the impact of education and institutional management on Vocational Education and Training schools in Oman during the COVID-19 period. The purpose of this study is to understand the impact of the COVID-19 pandemic and identify possible challenges that may affect its impact on economic growth. This qualitative research is used as the main methodology of the study. Qualitative (...) data are collected through convenience sampling of 108 VET college students and staff using interviews and questionnaires. The study revealed that the administration plays an important role in economic growth. The students suggested that the national educational administration of the government of Oman plays an important role in their education and that this in turn churns out industry-ready individuals who will impact the economic growth. The government’s role, especially financially post-pandemic lockdown, will be a critical determinant of VET’s impact on economic growth. This study introduces a new perspective on education administration from the perspective of students and staff of VET colleges. (shrink)

We use this editorial essay as a call for a more effective use of new technologies, such as mobile apps and Web 2.0 tools, to educate students and other relevant stakeholders on business ethics, corporate social responsibility, and sustainability topics. We identify three overarching reasons that justify the need for new ways of teaching that further incorporate technology to foster the innovative thinking needed to tackle imminent societal grand challenges such as climate change and increasing inequality. First, we are facing (...) a new generation of millennials and Generation Z students who are digital natives and more likely to search for educational content on their electronic devices. Second, new technologies offer opportunities to reach students globally, helping to democratize education. Third, we posit that the intrinsic characteristics of societal grand challenges, which are complex, uncertain, and evaluative, can benefit from technology as an effective translator of multilayered concepts into more digestible action items. Our essay ends with a brief summary of the four essays included in the thematic symposium: “There is an App for that! The Use of New Technologies and Apps in Ethics, Corporate Social Responsibility and Sustainability Education.”. (shrink)

This article explores Jacques Ellul’s challenges to Christian educators in a society permeated with technique or technological thinking. Responses to the three challenges Ellul puts forth to believing Christians, and, specifically, to Catholic Christian school educators, integrate a process of contemplative practice. This process integrates Catholic tradition and scriptural-based Gospel values with the practice of school leadership. The process focuses on the mindfulness required of leaders to make daily decisions coherent with a professed faith. Final reflections of the article argue (...) the importance of critique and contemplative practice to prepare future Catholic Christian educational leadership. The article suggests that the responses to Ellul’s challenges within Catholic education serve as an example to all faith-based education. (shrink)

The protests at the Universiteit van Amsterdam (UvA) that began in November 2014 as a reaction to severe cuts in the department of humanities have sparked a broad debate nationally and even internationally about the future of the university and the values and ideals that should define it. It turned out that dissatisfaction was much more widespread in different parts of the university than some had previously thought, and many turned out to share the concerns first put forward in the (...) humanities department, to extend beyond the borders of the university and the country. Increasing focus on getting as many students as possible to graduate promptly has shifted the attention ever more towards quantitative indicators for the evaluation of education rather than qualitative ones, leading to raising the question of whether the quality of education has suffered from these priorities. How did this come about and what could be done to improve this quality? In this essay we briefly consider the history of the university as an institute that aims to combine research and education, subsequently mentioning some more recent challenges for the university, finishing it with a brief description of a ‘circulation model of education’ that we consider to be a fruitful source for answering some of the challenges we identified from the current discussions. In this model circulation rather than unidirectional traffic occurs between different elements: circulation between research and education, between insights of teachers and of students, between disciplines, between general and contextualized knowledge, between disciplinary and experi- ential knowledge, between doing research and (meta-)reflection upon research, and so on. (shrink)

The time has come to challenge many of the age-old assumptions about schools and school learning. In this timely book, leading thinkers from around the world offer a different vision of what schools are for. They suggest new ways of thinking about citizenship, lifelong learning, and the role of schools in democratic societies. They question many of the tenets of school effectiveness studies which have been so influential in shaping policy, but are essentially backward looking and premised on school (...) structures as we have known them. Each chapter confronts some of the myths of schooling we have cherished for too long and asks us to think again and to do schools differently. (shrink)

The thirteen essays in this volume approach the liberal-communitarian debate from a variety of perspectives. Some discuss disagreements between liberals and communitarians over the nature of moral agency and the proper functions of government. Some examine alternative ways of conceiving liberalism or community, or challenge widely held beliefs about the harmful effects of capitalism on community, or about the value of traditional practices as guides to judicial reasoning. Other essays seek to determine whether it makes sense to think of (...) societies as having and pursuing a common good, or whether culturally diverse societies can ever hope to achieve social unity. Still others examine the role of states in promoting citizens' civic education and their participation in the voluntary associations and institutions of civil society. (shrink)

Education in Africa is in a crisis. Some scholars go as far as to say that it is broken. This was also noted when the United Nations Sustainable Development Goals, linked to the Agenda 2063: The Africa We Want, were developed. One of the goals was defined as to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. This article explores the important role of education in transforming societies. To achieve this objective, the (...) research in this article is based on a qualitative literature search. It focuses on relevant literature that included books, scholarly articles, online articles and scientific data provided by Statistics South Africa. It starts off by describing the brokenness of education in South Africa through the latest statistics that provide a very dark picture of education in the country. In the second place, the article revisits the Reformation to indicate that the church can and is called to play an important role in the improvement of education. The article concludes with two examples of how church organisations and specific churches in South Africa take up the challenge to transform societies through specific educational programmes.Contribution: Specific mention is made of the programme of the South African Council of Churches called The South Africa We Pray For and Little Seeds, which is a combined programme in Early Childhood Development. As such, what happens in South Africa can be an example to the rest of Africa. (shrink)

The title of this book, __Leibniz's Mill__, is taken from Leibniz's famous metaphor in support of a dualism between the mind, or self, and the body. Given that Descartes constructed the most famous defense of mind/body dualism, the first chapter is a basic exposition and defense of Descartes' arguments, as well as Leibniz's supporting argument. Charles Landesman's basic claim, argued with clarity and philosophical precision, is that dualism is to be preferred to materialism; namely, the self is not reducible to (...) the body, mental processes are not reducible to brain processes, and the idea that the self is a mental substance constitutes the best understanding of all the facts of mental life. Landesman takes up the central philosophical topics on the nature of the self and the mind in arguing that dualism is a defensible position, even if our mental life is dependent in some respects on the body. Dependency is not the same as identity. Nor should one deny that many bodily events are dependent upon states of mind. He examines our knowledge of other minds, the mind's knowledge of itself, and Descartes' famous argument "I think, therefore I am"; efforts by philosophers such as Hume, Nietzsche, William James, Whitehead, Wittgenstein, and Heidegger to deny the reality of a substantial ego; the mind's way of knowing of the physical world, with its "great deception of sense"; and finally, the teleological structure of human action and the problem of free will. Landesman argues that the dualism of mind and body is perfectly compatible with modern science and that, contrary to the claims of many philosophers, there is no reason to hold that science presupposes a naturalistic or materialistic framework. "Charles Landesman shows that Cartesian mind-body dualism is alive and well and more plausible than its naturalistic and materialistic competitors. This is a first-rate piece of work that will be of real interest to philosophers and educated readers with interests in the philosophy of mind, history of philosophy, and epistemology. It should find a large readership among those who are looking for an alternative to the physicalist perspective that has long dominated the academy." --_Stewart Goetz, Ursinus College_ "Charles Landesman writes effortlessly, conveying to readers a rich alternative to today's mainline forms of materialism. This is a book that is comparable to Richard Rorty's _Philosophy and the Mirror of Nature_ or Roderick M. Chisholm's _Person and Object: A Metaphysical Study_. Like the former, it is historical and substantial, like the latter it is unapologetic in advancing with clear arguments an under-represented position." --_Charles Taliaferro, St. Olaf College _. (shrink)