As Western educational practices have become global, the cultural
aspects and the problems associated with them have become more
apparent as they are contrasted with local ways of learning and
knowing in the widely diverse societies around the world. The
Western world has tended to assume that its concepts of progress
and development should be universally welcomed, especially in
countries that are struggling economically. Most cultures tend to
feel a similar preference for their own world views. However, the
West has had a history of not only ethnocentrism, but colonialism,
in which it has forcibly attempted to reshape the cultures,
societies, politics, and economics of conquered territories in its
own likeness. Though some of the more overt, political colonialist
practices have been abandoned, colonial ways of thinking, thinking
about thinking, and training in how to think, are still practiced,
and these in turn, through the education of each nation-state's
children, affect every aspect of economics, politics, and social
development in the global village that our world has become.It is
critical to examine the basic assumptions of Western education in
order to trace their effects on local ways of knowing in many areas
which may not share these assumptions, and which may be threatened
and destroyed by them as global interaction in politics, economics,
and education increases. The argument that education is primarily a
moral endeavor may have been forced into the background for a time
by rationalism and secularism, but it is reappearing as an
important consideration in education once again. The question
remains, however; whose morality should be institutionalized by
compulsory educational programs-that of the individual, the family,
the professional, the elite, the state, or the nation? And if the
rules of science are no longer the single authority in identifying
truth and reality, who decides the authorities we should rely on?
General
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