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Civil Society, Social Change and a New Popular Education in Russia
is a detailed account of contemporary issues that draws upon recent
survey research conducted by the Institute of Sociology, Russian
Academy of Sciences, as well as from secondary published work in
both Russian and English. The book explores how social change and
developments in civil society are occurring in Russia and the role
played by a new popular education. The right to lifelong learning
is guaranteed by the Russian state, as it was by the Soviet Union,
where formal education, based on communist ideology, emphasised the
needs of the state over those of individuals. In practice a wide
range of educational needs, many of which relate to coping with
changing economic, social and technological circumstances, are
being met by non-governmental providers, including commercial
companies, self-help groups, and community and neighbourhood clubs.
This book discusses how this new popular education is both an
example of developing civil society and stimulates its further
development. However, as the book points out, it is also part of a
growing educational divide, where motivated, articulate people take
advantage of new opportunities, while disadvantaged groups such as
the unemployed and the rural poor continue to be excluded.
Philosophy, Dialogue, and Education is an advanced introduction to
nine key European social philosophers: Martin Buber, Mikhail
Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice
Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jurgen Habermas.
This detailed yet highly readable work positions the
socio-political views of each philosopher within a European
tradition of dialogical philosophy; and reflects on the continuing
theoretical relevance of the work of each to education generally
and to critical pedagogy. The discussion in each chapter is
informed by materials drawn from various scholarly sources in
English and is enriched by materials from other languages,
particularly French, German, and Russian. This enhances the
comparative European cultural perspective of the book; and connects
the work of each philosopher to wider intellectual, political, and
social debates. The book will appeal to academics, postgraduates,
and researchers working in philosophy, philosophy of education, and
in educational, cultural, and social studies more generally.
Advanced undergraduate students would also benefit from the book's
discussion of primary sources and the authors' suggestions for
further reading.
Civil Society, Social Change and a New Popular Education in Russia
is a detailed account of contemporary issues that draws upon recent
survey research conducted by the Institute of Sociology, Russian
Academy of Sciences, as well as from secondary published work in
both Russian and English. The book explores how social change and
developments in civil society are occurring in Russia and the role
played by a new popular education. The right to lifelong learning
is guaranteed by the Russian state, as it was by the Soviet Union,
where formal education, based on communist ideology, emphasised the
needs of the state over those of individuals. In practice a wide
range of educational needs, many of which relate to coping with
changing economic, social and technological circumstances, are
being met by non-governmental providers, including commercial
companies, self-help groups, and community and neighbourhood clubs.
This book discusses how this new popular education is both an
example of developing civil society and stimulates its further
development. However, as the book points out, it is also part of a
growing educational divide, where motivated, articulate people take
advantage of new opportunities, while disadvantaged groups such as
the unemployed and the rural poor continue to be excluded.
Philosophy, Dialogue, and Education is an advanced introduction to
nine key European social philosophers: Martin Buber, Mikhail
Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice
Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jurgen Habermas.
This detailed yet highly readable work positions the
socio-political views of each philosopher within a European
tradition of dialogical philosophy; and reflects on the continuing
theoretical relevance of the work of each to education generally
and to critical pedagogy. The discussion in each chapter is
informed by materials drawn from various scholarly sources in
English and is enriched by materials from other languages,
particularly French, German, and Russian. This enhances the
comparative European cultural perspective of the book; and connects
the work of each philosopher to wider intellectual, political, and
social debates. The book will appeal to academics, postgraduates,
and researchers working in philosophy, philosophy of education, and
in educational, cultural, and social studies more generally.
Advanced undergraduate students would also benefit from the book's
discussion of primary sources and the authors' suggestions for
further reading.
Martin Buber (1878-1965) is considered one of the 20th century's
greatest thinkers and his contributions to philosophy, theology and
education are testimony to this. His thought is founded on the idea
that people are capable of two kinds of relations, namely I-Thou
and I-It, emphasising the centrality of dialogue in all spheres of
human life. For this reason, Buber is considered by many to be the
philosopher of dialogue par excellence. After Buber's death the
appreciation of his considerable legacy to the various disciplines
in which he had worked became rather muted, but was never
completely forgotten. There is now a renewed and growing interest
in Buber's thought, especially in his philosophy of education. This
book brings together aspects of Buber's philosophy and educational
practice, and explains their significance for peace dialogue and
for conflict resolution, both between individuals and communities.
Buber's philosophy of dialogue and views on education are pivotal
in demonstrating the personal and social benefits of dialogical
education as well as the dangers of non-dialogical education. The
book will be valuable reading for academics, researchers and
postgraduate students interested in Martin Buber, education, peace
dialogue and conflict resolution.
In place of a distributive justice perspective which focuses simply
on equal access to universities, this book presents a broader
understanding of the relationship between Chinese higher education
and economic and social change. The necessity for research on the
place of universities in contemporary Chinese society may be seen
from current debates about and policy towards issues of educational
inequality at Chinese universities. Many questions arise as a
consequence: What are the limitations of neo-liberalism in higher
education policy and what are the alternatives? How has the Chinese
government met the challenges of educational inequality, and what
lessons may be learned from its recent initiatives? How may higher
education enhance social justice in Chinese society given economic,
social, and cultural inequality? What may be learned from the
experience of Macau, Hong Kong, and of Taiwan in terms of achieving
social justice in Chinese universities? These questions are
considered by a group of leading scholars from both inside and
outside China.
A major transformation of Chinese higher education (HE) has taken
place over the past decade - China has reshaped its higher
education sector from elite to mass education with the number of
graduates having quadrupled to three million a year over six years.
China is exceptional among lower income countries in using tertiary
education as a development strategy on such a scale, aiming to
improve the quality of its graduates, and make HE available to as
many of its citizens as possible. This book provides a critical
examination the challenges to the development and sustainability of
higher education in China: Can its universities move from quantity
to quality? How will so many graduates find jobs in line with their
expectations? Can Britain and other western countries continue to
benefit from China's education boom? What are the prospects for
collaboration in research? This book evaluates the prospects for
Chinese and foreign HE providers, regulators and other
stakeholders. It introduces the key changes in China's HE programme
since the Opening-Up policy in 1978 and analyses the achievements
and the challenges over the subsequent three decades. Furthermore,
it sheds light on new reforms that are likely to take place in the
future, particularly as a result of the ongoing international
financial crisis.
A major transformation of Chinese higher education (HE) has taken
place over the past decade - China has reshaped its higher
education sector from elite to mass education with the number of
graduates having quadrupled to three million a year over six years.
China is exceptional among lower income countries in using tertiary
education as a development strategy on such a scale, aiming to
improve the quality of its graduates, and make HE available to as
many of its citizens as possible. This book provides a critical
examination the challenges to the development and sustainability of
higher education in China: Can its universities move from quantity
to quality? How will so many graduates find jobs in line with their
expectations? Can Britain and other western countries continue to
benefit from China's education boom? What are the prospects for
collaboration in research? This book evaluates the prospects for
Chinese and foreign HE providers, regulators and other
stakeholders. It introduces the key changes in China's HE programme
since the Opening-Up policy in 1978 and analyses the achievements
and the challenges over the subsequent three decades. Furthermore,
it sheds light on new reforms that are likely to take place in the
future, particularly as a result of the ongoing international
financial crisis.
This book presents a broader understanding of the relationship
between Chinese higher education and economic and social change. It
attempts to fill the unevenness in China's economic and social
development and education through initiating a debate about Chinese
higher education and social justice.
Peace and War: Historical, Philosophical, and Anthropological
Perspectives is an accessible, higher-level critical discussion of
philosophical commentaries on the nature of peace and war. It
introduces and analyses various philosophies of peace and war, and
their continuing theoretical and practical relevance for peace
studies and conflict resolution. Using a combination of both
historical and contemporary philosophical perspectives, the book is
at once eclectic in its approach and broad in its inquiry of these
enduring phenomena of human existence.
Peace and War: Historical, Philosophical, and Anthropological
Perspectives is an accessible, higher-level critical discussion of
philosophical commentaries on the nature of peace and war. It
introduces and analyses various philosophies of peace and war, and
their continuing theoretical and practical relevance for peace
studies and conflict resolution. Using a combination of both
historical and contemporary philosophical perspectives, the book is
at once eclectic in its approach and broad in its inquiry of these
enduring phenomena of human existence.
Martin Buber (1878-1965) is considered one of the 20th century's
greatest thinkers and his contributions to philosophy, theology and
education are testimony to this. His thought is founded on the idea
that people are capable of two kinds of relations, namely I-Thou
and I-It, emphasising the centrality of dialogue in all spheres of
human life. For this reason, Buber is considered by many to be the
philosopher of dialogue par excellence. After Buber's death the
appreciation of his considerable legacy to the various disciplines
in which he had worked became rather muted, but was never
completely forgotten. There is now a renewed and growing interest
in Buber's thought, especially in his philosophy of education. This
book brings together aspects of Buber's philosophy and educational
practice, and explains their significance for peace dialogue and
for conflict resolution, both between individuals and communities.
Buber's philosophy of dialogue and views on education are pivotal
in demonstrating the personal and social benefits of dialogical
education as well as the dangers of non-dialogical education. The
book will be valuable reading for academics, researchers and
postgraduate students interested in Martin Buber, education, peace
dialogue and conflict resolution.
The specially commissioned essays collected in this volume reflect
the full range of Raymond Williams's interests and concentrate not
only on the exposition and evaluation of his ideas, but also on how
they have influenced teachers, writers, and other thinkers.
The specially commissioned essays collected in this volume reflect
the full range of Raymond Williams's interests and concentrate not
only on the exposition and evaluation of his ideas, but also on how
they have influenced teachers, writers, and other thinkers.
Asking the perennial question, ‘Who are the Welsh?’, this
collection illustrates the history of anthropology in Wales and its
distinctive contributions to this debate. Its essays range from the
ethnographic insights of Gerald of Wales in the twelfth century, to
analyses of the multi-cultural Wales of today. Contributors discuss
the legacy of Iorwerth Peate, co-founder of the Welsh Folk Museum
of St Fagans (now the National Museum of History), and the schools
of research pioneering community studies of Welsh rural life in the
second half of the twentieth century. Writings on the changing
nature of family relations in deindustrialized settings such as the
1950s ‘new’ town of Cwmbrân and a contemporary Welsh
public-housing estate provide new insights, while research on
shifting patterns of religious adherence re-examine what has often
been seen as a defining characteristic of Welsh society. Case
studies on the challenges faced by European immigrants in Wales
post Brexit and the Welsh diaspora in Patagonia add a global
dimension. The interdisciplinary nature of anthropology as
practised in Wales brings both a richness and openness born of
collaboration. Revealing both the startling variety and continuity
of Welsh life and identity, certain themes consistently emerge:
connections with place and the natural world as a way of being
Welsh, the complex meanings of language in identity formation and
the role of kinship in belonging to the Welsh nation.
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