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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.
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.
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.
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