Values in education - how they are taught, the ethics of teaching itself, plus their role in the education of educators - is an area of lively and passionate debate. This book provides an essential resource of ideas, issues and current practice for all those with an interest in this area of education. Presenting a range of critical writing, this book deals with issues relating to education in values; approaches to teaching values; teacher education and values; research for education in values; and international comparative studies. Highly regarded when it was first published in hardback in 2000, the book now appears in paperback for the first time with a new introduction, which updates the main ideas and themes of the book.

This yearbook on education for 2001 brings together leading international voices on values in education and presents a window on current debates. These include such fundamental issues as who should decide upon the values we adopt.

Until fairly recently the separation of pupils according to religion was felt to be compatible with a comprehensive education. That consensus no longer holds and there is a strong positive lobby either to absorb faith schools altogether within the state system or at least to dilute their membership ensuring they include children from other faiths, or no faith at all. This book addresses the current concerns, questions and interest surrounding the legitimacy, support and intended expansion of faith schools. Divided into five sections, it includes chapters on: * the legal frameworks for faith schools and the rights of the child * faith-based schools in the UK, Northern Ireland, France and the USA * the impact of faith schools on pupil performance * faith schools, religious education and citizenship * political and research issues. Faith Schools: Consensus or Conflict? is of interest to educators, policymakers, researchers and students of education, religion and sociology.

Until fairly recently the separation of pupils according to religion was felt to be compatible with a comprehensive education. That consensus no longer holds and there is a strong positive lobby either to absorb faith schools altogether within the state system or at least to dilute their membership ensuring they include children from other faiths, or no faith at all. This book addresses the current concerns, questions and interest surrounding the legitimacy, support and intended expansion of faith schools. Divided into five sections, it includes chapters on: * the legal frameworks for faith schools and the rights of the child * faith-based schools in the UK, Northern Ireland, France and the USA * the impact of faith schools on pupil performance * faith schools, religious education and citizenship * political and research issues. Faith Schools: Consensus or Conflict? is of interest to educators, policymakers, researchers and students of education, religion and sociology.

The debate about the national curriculum neccessarily involves values: some subjects are excluded and when subjects are given priority over others, this is an expression of values. It has been suggested that in a multi-cultural, multi-faith society there was insufficient agreement on values on which to base a national curriculum for all young people aged 5-16.

Academics across the world continue to debate the topic of values in education. Whether the focus for discussion is how we teach values, the values of teaching itself, or the role of values in the education of educators, it is clear that no education system - compulsory, post-compulsory or higher - can avoid the issues of citizenship, morals or ethics. This challenge - to further contribute to democratic, civilized and inclusive societies - is comprehensively and positively addressed in this wide-ranging guide.;The book brings together an international group of authors, critically considering the role and future of education and values in five structured parts. It first delineates and presents a range of approaches to teaching values. These are then developed and illuminated in parts that consider issues in education in values, teacher development and education and educational research in and for values education. It concludes with a section of comparative studies that place the issues in an international context.

Este libro está pensado para servir de texto a los estudiantes de administración de empresas y de economía, aunque se dirige también a cualquier persona que tenga interés en estudiar juegos de estrategia. Ofrece respuestas tanto para los que vayan a jugar en un casino, como para el abogado en ejercicio, el estudiante de economía, el empresario o el aprendiz de político. Al estar el libro concebido para ayudar a una gran variedad de lectores, se construye a partir de ejemplos procedentes de los más diversos rincones de la experiencia cotidiana, con un mayor énfasis en temas de actualidad.Una exposición que prima lo intuitivo sobre lo formal y una cobertura amplia de temas, permiten que este libro sea el más adecuado para que la mayoría de nosotros consiga entender la teoría de juegos y pueda aplicar en la vida diaria sus enseñanzas.

In addition to winning the 2009 Nobel Prize in Economic Sciences for her path-breaking research on "economic governance, especially the commons," Elinor (Lin) Ostrom also made important contributions to other fields of political economy and public policy. This four-volume compendium of papers written by Lin (often with coauthors, most notably her husband, Vincent), along with papers by others expanding on her work, brings together the strands of her entire empirical, analytical, theoretical, and methodological research program. Together with Vincent's important theoretical contributions, they defined a distinctive "Bloomington School" of political-economic thought. Volume 2 examines Lin's work on "the commons," in which she demonstrated that, in many cases, local resource users can solve collective-action problems through common-property management regimes. It comprises papers, including some that are not well known, related to and building on the findings of Governing the Commons (1990). Part I focuses on key attributes of biophysical resources and the institutions human communities have designed to govern them. Part II shows how in various social and ecological circumstances, different sets of institutions facilitate or impede the long-run sustainability of resources. Part III highlights Ostrom's first major research project on water resources in Southern California. It was a topic she (and her students) returned to with the specific intention of gathering data (more than 50 years' worth) for longitudinal analyses of combined institutional and ecological change. In sum, this volume contextualizes what is, at present, thought to be Lin's greatest legacy to social science: the conditions under which resources can be sustainably managed over very long periods of time by the collective action of ordinary people, beyond markets and states.

While the tragedy of the commons is real, there are many instances where institutions develop to protect against overexploitation. In this important work, the authors explore empirically, theoretically, and experimentally the nature of such institutions and the way they come about. Forests, irrigation systems, fisheries, groundwater basins, grazing lands, and the air we breathe are all examples of common-pool resources (CPRs). Because no one has property rights or control over such a resource, users of CPRs are frequently assumed to be caught in an inescapable dilemma - overexploitation of the resource, or what is commonly known as "the tragedy of the commons." Many well-documented examples of overexploitation exist. The users of commonly held resources have, however, in many instances overcome incentives to destroy the resources and have developed long-enduring institutions that enabled them to utilize these resources more effectively. Understanding the conditions under which users of CPRs successfully develop and maintain effective institutions is critical to facilitating improved resource policies. Using the analytic tools of game theory and institutional analysis and an empirical foundation based on controlled laboratory experiments and field data, this book explores endogenous institutional development. Specifically, this research focuses on three questions. In CPR dilemmas, to what degree are the predictions about behavior and outcomes derived from noncooperative game theory supported by empirical evidence? Where behavior and outcomes are substantially different from the predicted, are there behavioral regularities that can be drawn upon in the development of improved theories? What types of institutional and physical variables affect the likelihood of successful resolution of CPR dilemmas? This is a work of important relevance to all studying environmental issues from a wide variety of disciplinary perspectives.

There is now a broad agreement that citizenship should form a major part of the curriculum. That, broadly, is where the agreement ends. What pupils should learn, how and why they should learn it and how that learning should be assessed are all contentious issues. These questions and others provide the opportunities for theoretical debate yet, at the same time, busy practitioners have to teach citizenship and teach it effectively now. This helpful book is based on the assumption that theory needs to be related to practice, and also that there is already much good practice from which we can learn. Denis Lawton is Professor of Education and Jo Cairns and Roy Gardner are Senior Lecturers at the Institute of Education, University of London.