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A teaching model is presented which was used for increasing the skills and interests of practicing school counselors in group counseling. A significant aspect of the model is its inclusion of learnings designed to explore both affective and cognitive aspects of the group process. Although the model described was used in an in-service workshop for counselors, the format might also be useful in designing a university course in group counseling. 相似文献
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ERIC BREDO 《Journal of Philosophy of Education》2007,41(3):445-457
One source of tension within and between modern nation states derives from conflict between individual and cultural rights. Modern democracies have been built on ideas of individual liberty whose extensions to the rights of culturally distinctive groups to survival and acceptance can create normative and political conflict. Such tensions raise questions about the role of the state, the underlying theory legitimising liberal states, and the social aims of education. Philosophical aspects of such conflicts are explored in Kevin McDonough and Walter Feinberg's excellent volume, Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities . The philosophical issues hinge on how individuals and groups are conceived, as well as how liberty and loyalty are understood. Most of the essays address these concepts in pragmatic rather than essentialist ways, suggesting that how these issues are conceived is itself an important part of the problem, or its resolution. I conclude by suggesting that all of these doctrines are faiths, the problem being to create conditions so that they, or their elements, can be accepted or rejected reasonably in the light of their social consequences. 相似文献
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ERIC BEERKENS 《European Journal of Education》2008,43(4):407-425
Since the European unification project started in the 1950s, rules, regulations and policies have been formulated by the European Union (and its predecessors) to facilitate the flow of products and people; those who benefited from the increasing transnational exchange urged European actors to remove remaining obstacles and further facilitate European trade and mobility. In the field of higher education and research, this transnational activity has led to the emergence of European rules, a strengthening of European institutions and the development of a European higher education and research community. In other words, it has led to the institutionalisation of the European higher education and research area (EHERA). The argument put forward in this article is that these three dimensions and the increase in transnational activity shape a dynamic process of which further integration of the EHERA is likely to be a result. 相似文献
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奥林匹克团结计划帮助那些来自发展中国家的运动员与经济发达国家的运动员拥有一个平等的竞争机会。埃塞俄比亚的运动员米列恩·沃尔德,艾思伦德·瓦拉·弗洛萨多尔,古巴运动员斐利克斯·萨温和波兰运动员罗伯特·塞尼奥斯基都是2000年悉尼奥运会的奖牌获得者。此外,他们还有一个不为人所知的共同点,4人都是奥林匹克团结计划奖金的接受者。奥林匹克团结计划是一项庞大、特殊的计划,其目的主要是增进不同国家之间运动员的平等以及奥运会的广泛参与。在参加悉尼奥运会的运动员中,共有472名运动员接受了奥林匹克团结计划的奖金。罗伯特·塞尼奥… 相似文献
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