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1.
Conclusion In response to the globalization of the economy, the international community must be resolute in promoting universality in the most profound sense of the word: a type of universality which both challenges all models and acknowledges and respects the contribution of all peoples to universal civilization. UNESCO sees globalization as extending far beyond economic issues. It disrupts life styles and behaviour patterns, and overturns habits of decision-making and governance and forms of artistic expression. The challenge that it poses for UNESCO is that of perceiving all the complexity of its ramifications, so that in an interdisciplinary and intercultural spirit we can devise strategies and policies to ensure that it works for the benefit of all, particularly those who are at present excluded from it. Original language: English/French Ko?chiro Matsuura Since November 1999 Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO). After a long career in the Japanese Ministry of Foreign Affairs—Deputy Minister for Foreign Affairs from 1992 to 1994—Mr Matsuura became successively Japanese Ambassador to Andorra, then Djibouti, and then France. He was Sherpa for Japan at the G-7 Summit in 1993 and Chairperson of the World Heritage Committee of UNESCO in 1998–99. He studied at the University of Tokyo and Haverford College (United States of America), and received a doctoratehonoris causa from the Université Jean Moulin, France. This text has been adapted from a speech made at the closing meeting of the Rencontres de Versailles on the theme of ‘Is the globalization of the economy creating values for a new civilization?’, held at the Chateau de Versailles, France, on 17 June 2000.  相似文献   

2.
In the past, many Australian state schools avoided teaching about values explicitly. However, the Australian government released Australia’s first official values education policy in 2005: the National Framework for Values Education in Australian Schools (NFVEAS). This framework represents a local manifestation of the recent international values education movement. This study contributes to an exploration of what, and who, the government’s construction of Australian values privileges. It uncovered the dominant discourses inherent in the framework through a critical discourse analysis, framing it in relation to the 16 key values education approaches identified in the literature. The data revealed the document’s strong privileging of conservative values education discourses, particularly civics and citizenship education, values inculcation and character education. In practice, some Australian schools have been disrupting this move to conservatism by taking more critical and postmodern approaches. The paper argues for such alternative practices and policy that is more diversified and student-centred.  相似文献   

3.
The purpose of this study was to examine the impact of parenting and adolescent fearfulness on adolescents’ pro‐social values and pro‐social and antisocial behaviour. A total of 134 adolescents (M age = 16.22, 72 girls, 62 boys) responded to questions regarding their own fearfulness, pro‐social values and pro‐social and antisocial behaviour, as well as their perceptions of maternal attachment and maternal appropriateness. Results revealed few main‐effect findings, most notably a negative relation between attachment and antisocial behaviour. However, findings pointed to several multiplicative relations as a function of parenting, adolescent fearfulness, and child gender, including: (1) maternal appropriateness was more important for boys than for girls, (2) maternal attachment was related to greater importance of pro‐social values and higher pro‐social behaviour for boys low on fear and (3) maternal appropriateness was related to lower antisocial behaviour for boys low on fear. The discussion focuses on the importance of examining the multiplicative relations between parenting and adolescent temperament and the implications of this for both educators and parents.  相似文献   

4.
Adopting a mixed method design, this paper explores the configuration and evolution of work values of 64 young adults in transition from education to employment. Qualitative analyses point out the existence of four categories of work values: interesting tasks, good relationships, self-fulfillment, and attractive work conditions. Quantitative analyses show that work values are questioned during the school-to-work transition, refined according to the experience of labor market integration, and partially different according to gender, education type, and the quality of the integration process. Consequently, career counseling should integrate a deeper understanding of what clients consider as important in their work lives.  相似文献   

5.
Teachers in Swedish schools must balance the values imposed by law while simultaneously attempting to respect freedom of religion for their pupils. This study aimed to empirically investigate how teachers handle pupils who are Jehovah’s Witnesses, a minority religion. Eleven, adult ex-members were asked to reflect on their experiences during school years (13–16 years) in addition to interviews with two teachers, one school psychologist and one school counsellor. The study found that teachers often do not know how to handle situations with children belonging to minority religions. The article concludes by discussing practical implications of the study.  相似文献   

6.
ABSTRACT

An examination of the community youth theatre practice of two groups of culturally and linguistically diverse emerging artists from refugee backgrounds reveals the importance of ‘messages’ in their work and the strong connection to social context. This connection is illustrated by comparing the emerging artists’ perception of the meaning of their art-making (in terms of cultural representation and identity politics) to community audiences’ response to performances. This complex social dynamic is contrasted with the growing practice of using of standardised categories and metrics in an attempt to quantify the value of such arts practice. This approach is problematic because it imposes cultural values on communities and can distort the meaning of community arts performances reducing their social value. The concept of intrinsic value is analysed in relation to the current theoretical discourse on this subject and the criteria used for measuring it are scrutinised and critiqued. The article argues for the importance of allowing community audiences to respond to performances in their own terms because this is integral to the process of how meaning is generated through performance.  相似文献   

7.
One of the major challenges facing modern-day secular states is the issue of social integration. The issue discussed in this article is how it is possible to arrive at unifying values in a multicultural society that is characterised by secularisation and disintegration of the Christian hegemony of former times on the one hand and by the emergence of cultural and religious diversity on the other. The analysis is centred around Norwegian kindergarten, which represent a key institution for communicating values and morals in contemporary Norwegian society. The objects clause states that the kindergarten is based on the fundamental values of Christian and humanistic heritage and traditions, combined with values that are expressed in different religions and philosophies and that are also clearly expressed in the Declaration of Human Rights. I argue that the objects clause can be understood as a form of ‘common ground strategy.’ This can be seen as a possible unifying values base and a key strategy for future social integration, across cultural affiliations.  相似文献   

8.
This paper explores how teachers respond to the requirement to promote ‘fundamental British values’ (FBV) to their pupils. It offers a preliminary analysis of data drawn from interviews with teachers and (mostly lesson) observations in schools. It argue that, first, the policy cannot be understood without a consideration of the multi-layered context in which it is being enacted in schools. Second, it locates the policy to promote FBV as a liberal nationalist one and considers some of the problematic issues that arise from this philosophy. Third, it turns to schools and teachers to consider their reactions and responses. It is concluded that teachers and schools in this research often did attempt to neutralize potentially exclusionary readings of the policy and were effective in absorbing the requirement to promote British values. However, doubt is cast on the policy’s ability to meet its aims and the paper also raise concerns about the limited amount of time given to pupils’ engagement with the values.  相似文献   

9.
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research sought to benchmark the environmental worldview attributes of an incoming cohort of Otago Polytechnic students to support academic staff who need to know more about the sustainability interests and characteristics of their students, so that they may provide appropriate educational programmes. The research was also designed as the first stage of longer‐term research to evaluate the impact of these institutional changes on how students transform during the period of their tertiary education experience. The data and analysis presented here suggest that even before students start to study in the institution different groups have substantially different sustainability values‐sets. The authors anticipate that the research instruments and approaches used in the present study will contribute to a substantial national exploration of the sustainability value‐sets of tertiary students.  相似文献   

10.
This article is a reply to Gewirtz and Cribb's argument for ethical reflexivity, presented in a previous issue of this journal. These authors compared their views with mine, suggesting a way in which the differences between our positions could be overcome. I argue that, while there is certainly substantial agreement, there are also some fundamental differences between us, notably about the goal of research. Indeed, in my view, what they recommend involves a greatly increased danger of bias and a version of scientism. At issue here is, in large part, the kind of ethical reflexivity that is appropriate in sociological work.  相似文献   

11.
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12.
The career stories of 22 M??ori in this study expressed the dynamic cultural contexts in which career processes have been enacted. A new typology of cultural career identities was developed focusing on diversity among M??ori on issues pertaining to what being M??ori means to them and the subsequent influence on participants?? career stories. The three types presented in this study provide a template from which to begin discussions on the intersection between culture and career.  相似文献   

13.
The literature suggests that members of the working class value informal (‘hot’) information rather than formal (‘cold’) information. They are also said to lack a future orientation; have a fatalistic (and pessimistic) attitude to life; and have low aspirations. These values should influence the way students from working‐class backgrounds approach career decision‐making. Thirty in‐depth interviews with full‐time undergraduates in their final year of study were carried out to find out if this was the case. The research found that students from working‐class backgrounds did not possess many of the values indicated in the literature. They did, however, show a reluctance to make use of formal sources of information from places like the university careers service. Their failure to utilise such sources appears to be a key factor contributing to significant gaps in the students' knowledge and understanding of the graduate labour market. It also means they are inadequately prepared for making the transition into graduate employment. The article concludes by suggesting that the provision of better careers information is not enough. There is a need to make university careers services more welcoming so that they become a source of ‘hot’ information. The article also suggests that students should be encouraged to reflect critically on how they undertake career decision‐making and planning. By getting students to engage in activities that challenge their taken‐for‐granted assumptions and biases, they are more likely to develop alternative approaches to career decision‐making.  相似文献   

14.
Not much is known about mathematics teachers’ values, and no assessment tool is available for measuring these to get more insight into their perspectives. The goals of this study are to construct the Mathematics Teachers’ Values Questionnaire (MTVQ) and to determine mathematics teachers’ values about teaching mathematics using the MTVQ. In order to do this, data have been gathered for exploratory factor analysis (n = 637) and confirmatory factor analysis (n = 573) while developing the instrument, and a proportional stratified random sample has been formed consisting of 2226 Turkish middle and high school mathematics teachers working at schools that provide more religious education than other middle and high schools. Five components have been extracted: relevance (C1), practice (C2), information and communications technology (ICT; C3), teaching approach (C4), and consolidating (C5). One result of the study reveals the mathematics teachers emphasize the least ICT value and the most consolidating value.  相似文献   

15.
Microplastic pollution is a growing issue of concern requiring appropriate classroom instruction. Educational initiatives within this context are supposed to provide relevant background knowledge, raise awareness, and ideally lead to sustainable behavior. We implemented an identical educational module within two different learning environments: formal (in-school) and informal (out-of-school). In both settings, 444 primary school students self-reliably completed hands-on activities at workstations. We monitored students' short-term (directly after the module) and long-term (after six weeks) cognitive achievement. Additionally, when examining the participants' environmental values (Preservation, Utilization) and the Appreciation of Nature, the program similarly appealed to all students independent of the environmental values' intensity. Preservation, Utilization, and the Study Group predicted knowledge levels after program participation; Appreciation did not. While Preservation positively influenced knowledge, Utilization did the contrary. Subsequent implications on learning strategies based on our results are discussed.  相似文献   

16.
The success of science education in classroom and out-of-school settings can be influenced by parents’ behaviours and STEM-related values. The present study investigated pathways in parent-to-child transmission of STEM (science, technology, engineering, mathematics) values by examining at same time parents’ values and behaviours, along with their children’s perceptions of these parental influences. The study included 1071 students (Mage?=?12.15) and the same number of their parents. Path analysis revealed that children’s importance value of the STEM school fields was best explained by their perceptions of parental values and behaviours in STEM. On the other hand, parents’ self-reported values and behaviours had a weak effect in predicting children’s values, which can be explained by inaccurate children’s perceptions of their parents. The results suggest that parents more easily convey beliefs about the utility than the attainment value of STEM. Namely, parents’ utility value had a larger effect in predicting children’s value, partly mediated through children’s perception of parents’ encouragement of STEM interests. The study highlights the role of children’s perceptions of their parents’ beliefs and behaviours and the importance of communicating STEM-related values within the family. Practical implications for parents and science educators are discussed.  相似文献   

17.
The purpose of this article is to outline some of the key ideas of Peter Kropotkin on Mutual Aid, which can be seen to have a resonance and relevance to the value base and practices of action research. Written in 1902 as a refutation of the appropriation of Darwin's theories by social philosophers, Kropotkin's work stresses the importance of cooperation, rather than competition amongst humans as the basis for a creative, supportive and developmental human community (society). His ideas can be seen to have a particular importance or relationship to the growing body of action research in the community health and social care fields, where Kropotkin's theory can also be seen to support and explain the activity of the growing numbers of self help/mutual aid groups in both condition specific groups and in social/community concerns more generally.  相似文献   

18.
In September 1999, over 3000 Australian students in 115 schools representing all schooling sectors participated in the Australian component of the IEA Civic Education study. In this paper, the focus in particular is on Australian students’ democratic values and on their attitudes towards participation and social action. The results suggest that while Australian students have a well-developed set of democratic values, they adopt a passive rather than an active style of engaging in conventional citizenship activities. They will participate formally through voting and they will pursue issues where they see some community benefit but they do not see themselves exercising an effective presence in the formal political system. The implications of these results are discussed in relation to the characteristics of citizens needed in a democratic society and the role that schools can play in adopting curriculum and pedagogy that will engage young people in the development of their civic knowledge.  相似文献   

19.
This article examines the reciprocity between children’s literature and educational ideals in Dutch rewritings of international literary classics published for children between 1850 and 1950. It analyses the assumed pedagogical power of rewritings of international literary classics for children from the perspective of three theoretical concepts: (1) cultural transmission as a strategy of educational ambition in its capacity to serve social initiation, (2) adaptation as a transformation strategy to adjust an artefact to a specific audience, and (3) gate keepership as the determining factor in the communication situation of literature for children. Comparing original masterpieces that were originally not, or not specifically, meant for children with their derivatives sheds light on the strategies that were used to mould narratives into pedagogical examples. It shows how protagonists were educated along the lines of the ever-changing pedagogical discourse brought about by historically variable concepts of childhood and displays the transition of the educational value of subjection to external mastery to the ideal of self-mastery of the child. Moreover, it shows how rewritings not only functioned as agents in the transmission of literary artefacts, but by means of that, also provided for the transmission of culture.  相似文献   

20.
We studied the normality conditions in families of meromorphic functions, improved the results of Fang and Zalcman [Fang ML, Zalcman L, Normal families and shared values of meromorphic functions, Computational Methods and Function Theory, 2001, 1 (1): 289-299], and generalized two new normality criterions. Let F be a family of meromorphic functions in a domain D, a a non-zero finite complex number, B a positive real number, and k and m two positive integers satisfying m>2k 4. If every function denoted by f belonging to F has only zeros with multiplicity at least k and satisfies f m(z)f (k)(z)=a??f (k)(z)?≤B or f m(z)f (k)(z)=a??f (z)?≥B, then F is normal in D.  相似文献   

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