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Henry B. Robins Ph.D. 《Religious education (Chicago, Ill.)》2013,108(1):29-35
Human beings whose primal impressions come from a machine — it's the first time in history this has occurred ... a cloud settles over the country from coast to coast, a cloud of visual and aural symbols creating the new kind of thought‐environment in which Americans now live. 1 The ubiquitous box influences what we squirt, squeeze, smear. It has become the predominant inculcator of values. It has changed the long standing institutions of government, religion, and family. 2 相似文献
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Peter knight 《History of education》2013,42(3):269-284
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《History of education》2012,41(1):87-102
Epigraph At the time I began work in university, I entered a world which was leisured, privileged and patriarchal, in the United Kingdom at least…. I came from a world in which only 3% of the population aspired to university. I belonged to a world in which, having got where I was through the eleven-plus and ‘A’ levels, there was almost a sense that society owed us a living. (Roy Lowe, 2002 1 ) Women were not obviously on the outside when I attended my first conference – a day conference in 1976 at what was then the Birmingham Polytechnic, now University of Central England. Many women attended although in the first years few were keynote speakers. More importantly there was little about women in the history itself except in the meetings of the Women’s Education Study Group where Carol Dyhouse, June Purvis, Penny Summerfield and Gaby Weiner were all dominant. (Ruth Watts, 2005 2 ) In 1967, aged 11, I moved on from my primary school in south London, and was selected to enter the local grammar school. I left most of my friends behind and began a daily routine of walking nervously through the council housing estates in my school uniform. By the time I left this school, seven years later, it had moved to one of the more prosperous suburbs of London to avoid being turned into a comprehensive. In the early twenty-first century, it is one of the leading academic secondary schools in the country, which it certainly was not in 1967. (Gary McCulloch, 2007 3 ) 相似文献
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Lucinda A. Nolan 《Religious education (Chicago, Ill.)》2013,108(3):247-271
This article offers a brief theological biography of Sophia Lyon Fahs, a religious educator whose life and work unfolded during the first seven decades of the Religious Education Association and reflected many of the identity-bearing modalities that continue to give shape and continuity to the organization. In 1972, Boardman Kathan, the General Secretary of the Religious Education Association, described Fahs as “one of the truly great pioneers of religious education in the 20th century, in the company of Harrison Elliott, Frank McMurry and George Albert Coe.” 2 Fahs anticipated many theological challenges to religious education that were ahead of her time. 3 相似文献
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Lisa Leimar Price A.W. van den Ban 《The Journal of Agricultural Education and Extension》2013,19(1):62-65
Gender & Technology: Empowering Women, Engendering Development**. By Everts, Saskia (1998) Privatising Agricultural Extension in India**. By Rasheed Sulaiman V and V.V. Sadamate. 相似文献
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Jean E. Fox 《History of education》2013,42(4):405-420
We did not take much part in the life of the university, and we suffered many restrictions. We were asked always to wear gloves in the town (and of course hats!); we must not ride a bicycle in the main streets, nor take a boat out on the river in the daytime unless accompanied by a chaperon who must be either a married woman or one of the college dons. 1 相似文献
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Camille Nakhid 《Equity & Excellence in Education》2013,46(4):532-550
Approaches to achieving and managing equity for Māori 1 and Pasifika 2 tertiary students differ among the eight universities in Aotearoa 3 /New Zealand. Achieving equity in educational attainment for Māori and Pasifika tertiary students is stated as a key objective in nearly all of the universities’ mission statements or charters, and equity committees have been set up to ensure equitable outcomes. These committees are generally made up of junior academic or administrative staff members. In contrast, managing the university's equity plan is the role of those in senior academic positions within the university. This article investigates the perspectives of six equity leaders at an urban university in one of the country's largest cities on the objectives and characteristics of equity committees and the influence of the dominant paradigm in achieving equity. 相似文献
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Eric Hoyle 《课程研究杂志》2013,45(3):230-239
An earlier article in this journal 1 discussed two aspects of curriculum change: the relationship between social change and educational change, and the diffusion of innovation in education. The present article focusses upon two further aspects of curriculum change: the innovativeness of schools and strategies of planned curriculum change. 相似文献
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Ever since the 19th century–when the Unitarian state came to be–Western countries have accepted the principle of (state) intervention in the interest of the child.1 This readiness to intervene has led to an ever expanding and increasing interventionism in the actual development of youth care.2With respect to any of these interventions, one can distinguish specific environmentally related effects.3Lower or unskilled working‐class children in particular tend to be highly “socially vulnerable’.4Findings like these raise questions as to the processes through which youth care has developed, as well as to the processes which contribute to the preservation of these specific environmentally related effects. 相似文献
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David Layton 《History of education》2013,42(1):25-39
She (Lady Darling) was rarely not pregnant. (She gave birth to a son in October 1826)... to another son in 1827 (who died in 1828), a daughter in 1829, she miscarried in 1830, and was heavily pregnant when she left the colony in 1831. Often indisposed, for nearly a year she was hardly able to leave her couch. 2 相似文献
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Attempts to Introduce a School of English Literature at Oxford: the National Debate of 1886 and 1887
Alan Bacon 《History of education》2013,42(4):303-313
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J. V. Smith 《History of education》2013,42(4):255-270
I. [A] host of new educational devices ranging from lantern lectures to the Mechanics’ Institutes set up in many towns propagated the ideology essential to the creation of that new and viable class society which was progressively ousting the old aristocratic ethos. Thomas Dick of Methven, Secession clergyman, popular author, pioneer of Mechanics’ Institutes, saint and astronomer, summed up in himself many of the strengths of the new society.? 相似文献
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Mark Chung Hearn 《Religious education (Chicago, Ill.)》2013,108(2):238-240
There were moments when the weirdest things made a new and deep sense beyond sense — when Confession did not mean cleaning up oneself (the blackboard erased again) but cleansing a whole world, the first glimpse of sky or grass as one came out of church. When communion was not cannibalism, but its reverse, body taken up in Spirit. Being inwardly shaken by unsummoned prayers, as by muffled explosions. Moments of purity remembered, when the world seemed fresh out of its maker's hands, trees washed by some rain sweeter than the world's own. All these things were shared, part of community life. Not a rare isolated joy like reading poems. These moments belonged to a “people,” not to oneself. It was a ghetto, undeniably. But not a bad ghetto to grow up in. 1 To be rooted is perhaps the most important and least recognized need of the human soul. It is one of the hardest to define. A human being has roots by virtue of his [sic] real, active, and natural participation in the life of a community, which preserves in living shape certain particular treasures of the past and certain particular expectations for the future. 2 相似文献
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Scholars like J.H. Van den Berg and P. Ariès 2 — not professional historians by origin — introduced a dramatic innovation in historical approaches. Influenced by their pioneering research on children in the past, many modern psychologists, sociologists or historians don't consider childhood (or youth, old age, maternal love...) as a natural, universal, ageless and self‐evident “phenomenon “ anymore. For F. Musgrove, for example, the concept of youth as a separate age of man is fairly recent. This sociologist expresses his opinion in a radical way: “The adolescent as a distinct species is the creation of modern social attitudes and institutions. A creature neither child nor adult, he is a comparatively recent socio‐psycho/ogi‐cal invention, scarcely two centuries old. [...] The adolescent was invented at the same time as the steam engine. The principal architect of the latter was Watt in 1765, of the former Rousseau in 1762”. 3 Such statements are a simplification of historical reality. The view of A. Kriekemans is more balanced: depending on the cultural environment, the term “youth “ may cover a different period of life and may be more or less complicated, involving varying levels of conflict, having its own identity, its own way of living, its own status, and its own expectations. 4 Let us apply these. words to Roman antiquity and examine the place of youth in the human life span as well as the circumstances which made possible its existence as a separate entity. Before starting the exposition itself, it should be noted that we are dealing with upper‐class youth (we know a/most nothing about youth in the lower classes) and with the young man (girls mostly married between the ages of 12 and 15 and there was no real interval between childhood and adulthood). 相似文献
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This article identifies strengths and weaknesses in the introductory course sequence in computing, 1 and proposes an alternative sequence using a “breadth‐first” approach. This approach integrates theoretical material, includes scheduled laboratory work, and covers a broad range of subject matter in the discipline of computing. We also summarize our early experience teaching the first course in this sequence. 相似文献
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‘Even far distant Japan’ is ‘showing an interest’: the English Froebel movement's turn to Sloyd 总被引：1，自引：0，他引：1
Kevin J. Brehony 《History of education》2013,42(3):279-295
Accumulation of capitalised wealth, vast mineral resources, a splendid geographical position ‐‐ these advantages avail less and less as the advances of science place all nations on one footing. We shall hold our own in the world as people if our teachers are determined that children shall be trained in the discipline that leads to wisdom, the discipline that leads to health, and the discipline that leads to strength, and such disciplines, I am convinced, will be found in Swedish Sloyd. 1 相似文献
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Paul Elliott 《History of education》2013,42(4):391-417
Looking back on the [eighteen] sixties, we may feel satisfied that among girls’ schools of the country, Quaker schools were indubitably in the front rank. The very narrowness of the curriculum ‐ no music, dancing, or singing, no fine needlework ‐ left space and time available for better grounding in history, arithmetic, and geography, and for relatively wider reading in English literature. 2 相似文献
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Heinz Streib 《Religious education (Chicago, Ill.)》2013,108(2):227-244
“. . . human experience is shaped, molded, and in a sense constituted by cultural and linguistic forms. There are numberless thoughts we cannot think, sentiments we cannot have, and realities we cannot perceive unless we learn to use the appropriate symbol systems ... to become religious involves becoming skilled in the language, the symbol system of a given religion.” — George Lindbeck 1 “My child is not learning anything. All they do in there is play.” — disgruntled parent after observing a preschool church school class. 相似文献