Globalisation and Internationalism: Democratic prospects for world education

The logic of globalisation contrasts markedly with that of internationalism. The latter, with its intrinsically democratic foundation, looks to a world ordered by structures supportive of that functionalism which is embedded in accountability. Globalisation, by contrast, implies few logical imperatives in favour of accountability, but rather looks to the pursuit of interest on the global level through the operation of unfettered capitalism. Implications for the sustaining of multilateral post-war arrangements are explored and analysed particularly in terms of war, its causes and its prevention. The notion of peace as human rights in action leads to the consideration of multilateral agenda in education, and the stances in a globalising world of the key multilaterals in education-UNICEF, UNESCO and the World Bank-with conclusions put forward concerning their relative grounding in the logic of internationalism or, alternatively, in the logic of globalisation.     

Human learning and audiovisual education

Conclusion We have presented some of the general principles of acquisition, transfer and retention which are supported by experimental research on human learning. As we suggested in the introduction to this paper, it is a reasonable working assumption that these principles apply to audiovisual instruction just as they do to the controlled procedures of the laboratory. On this assumption, the analysis of the process of audiovisual education does not call for the formulation of special principles; it calls for the application and elaboration of the general laws of human learning     

Radical adult education and learning

How can we speak about radical education in these seemingly unpropitious times? I explore this question first by examining aspects of our radical heritage (self-directed learning, facilitation, democratic pedagogy, learning in hegemonic struggle, learning in social action, critical pedagogy) and then by discussing what radical learning and education mean now, in an era of capitalist triumphalism. I outline a method which helps practitioners to investigae and act on what people are actuallly learning and teaching each other in different sites—educational instititions, workplace families, communities, the mass media and social movements. Culture is ordinary: that is where we must start. (Williams, 1958a)     

中西教育的比较与借鉴

东西方由于有着各自的文化传统和文化传承方式,因此在教育理念和方法上也有很大的差异。西方教育环境比较宽松,重视学生质疑能力培养,注重学生研究能力培养,以及与生活相联系的教学内容和讲求实效的学习方式,值得研究和借鉴。     

Democratic constructivist science education: Enabling egalitarian literacy and self-actualization

Although pedagogical approaches drawing on constructivist learning theories often place students in environments that are to resemble professional knowledge-building communities, paradoxically, they also orchestrate students' re-constructions to harmonize with canons of Western science. Under the cover of social-constructivist epistemologies and Vygotskian pedagogies, students' prior conceptions are denigrated, their experiences regulated, their investigations shepherded, and their conclusions restricted. Such actions are undemocratic-citizens' literacy is confined to that narrowly defined by society's e´lite and, therefore, is not egalitarian. Students have few opportunities to become self-actualized-to develop in ways unique to their needs, interests, abilities and perspectives. After elaborating these concerns, I provide a framework for curriculum development that may help democratize science education. It is an approach that gives priority to personalization, inclusion, problematization, explicitness, apprenticeship, authenticity and freedom.     

试论学习社会中的社区教育与终身教育

学习社会是一个人人都能终身学习和受教育的社会，终身教育是实现学习社会的途径和手段，而社区教育则是实现并完善终身教育体系必不可少的教育理论和实践形式。     

陶行知民主教育思想及其实践意义

民主教育思想是陶行知的重要的教育思想之一。他主张通过教育为公以达到天下为公,全民教育以实现全民政治来使大家各得其所,以实现真正的民主,并尽量发挥大家的创造力等。陶行知的民主教育思想开了我国“教育公平”的先河,启示我们:教育应该与民主政治并行,扶贫应从教育开始,重视农村教育。     

Intel未来教育与研究性学习

Intel未来教育是一个国际性的大型教师培训项目，在教学理念上，它最核心的内容是将现代信息技术最大限度地应用于学科教学。使计算机的教学与其他学科的教学充分有效地整合。     

本能教育、研探教育对学校教育的启示

把大教育分为本能教育、研探教育、学校教育进行比较,得到如下启示.1.教育目的和目标必须符合受教育者身心发展规律.2.教育内容必须强调基础性、生动性、多样性.3.传承教育方式不能全盘否定,单一传承模式必须改革.4.受教育者的主体地位和作用必须充分肯定.5.教育者素质直接关系教育结果.6.要建立新型师生关系.