ETHICS AND EDUCATION FORTY YEARS LATER

A bstract .  R.S. Peters's 1966 book Ethics and Education is one of the most significant works in twentieth-century philosophy of education. At least in the United States, however, it is now rarely read or discussed. In this essay, Bryan Warnick looks at the virtues and vices of Ethics and Education , examining some major criticisms of the book in light of key developments in philosophy and educational theory that have occurred since it was first published. He finds that some of the criticisms seem unjustified and overstated, while others can be met with a reading of the text that places its language analysis within a framework of communitarian ethics, a move made possible by rejecting Peters's fact/value dichotomy. This way of reading Ethics and Education reveals an interesting conception of what philosophy of education can be: namely, a sort of normative analytic anthropology. It also shows the value of engaging more with the recent history of philosophy of education.     

ONE HUNDRED YEARS OF THE RELIGIOUS EDUCATION ASSOCIATION

Abstract This article examines the historic character and mission of the REA with a view toward the role of this journal in the life of the Association. Early social influences are explored in relation to the Association's unfolding vision of “a democracy of God” in which religion would be a central enterprise of an educated citizenry. George Albert Coe, Harrison Elliott, Herman Wornom, and Randolph C. Miller are discussed as primary shapers of the REA and the field through the mid-twentieth century. The author concludes with challenges to rediscover or renegotiate the relevance of the REA's historic mission in the midst of contemporary opportunities and pressures of economic globalization, geo-political turmoil, and religious and cultural diversity.     

A DESCRIPTIVE STUDY OF SELECTED STUDENT CHARACTERISTICS: TWENTY YEARS OF GERONTOLOGICAL EDUCATION

The Center for Studies in Aging at the University of North Texas was among the first to offer graduate training in aging. The primary objective was to develop and implement a curriculum in long‐term care administration. In the years since its establishment in 1967, the center has adapted its course offerings to meet the needs and career goals of a variety of students. Results of a 20‐year alumni survey are presented. The selected characteristics are instructive and suggest new directions for future recruitment efforts.     

THREE YEARS OF COMPUTER TECHNOLOGY INSTRUCTION IN ENGINEERING EDUCATION IN EUROPE

Some 160 European universities were surveyed to ascertain how their teaching of computer technology had changed over the three‐year, 1992‐1995, period. The conclusion was that as the secondary school systems increasingly trained students in basic informatics, the universities could increasingly concentrate on such areas as computer aided manufacturing (CAM, MATHCAD), and artificial intelligence to the neglect of word processors and spreadsheets.     

VIDEO IN EDUCATION: THE NEXT FIVE YEARS?

The paper considers the vast range of educational conditions under development, and the potential of video technology within them. Trends in the application of AV media in the industrial world and developing countries are examined, and essential questions in relation to the educational media's future development are isolated. Use of the term ‘video’ signifies the electronic image outside of normal broadcasting networks‐‐non‐broadcast, and not TV     

60年中国内地民族基础教育课程改革的本土经验

笔者从民族文化的视角。以内蒙古民族基础教育为个案,为总结民族基础教育课程改革的经验教训。以文献、历史、理论分析等方法对建国60年来的我国大陆民族基础教育课程改革本土经验进行了总结和反思,并对未来的趋势作出了预测分析。在60年民族基础教育课程改革中,在增强少数民族学生的民族认同感、传承民族文化方面存在着“摇摆”现象。在当今多元文化背景下,少数民族学生民族认同和文化传承面临着机遇与挑战并存的局面。     

清末(1860—1911年)对数学教育的倡导与实践

中国历来有重视数学教育的传统。清代末期，即最后的半个世纪(1860—1911年)，中国对数学教育的重视程度前所未有。笔者在此介绍了几位数学家对数学重要性的认识，对数学教育内容的三种看法，列举了当时开展数学教育、研究的专门机构。     

SEX EDUCATION FOR THE MIDDLE AND LATER YEARS: RATIONALE,SUGGESTED CONTENT,AND CONSIDERATION OF APPROACHES

Mature adult sexuality is an area currently gaining recognition in the fields of gerontology and mental health. This paper considers reasons for developing sex education courses for older persons, explores areas of curriculum development, and examines strategies of implementation.     

HIGHER EDUCATION AND THE CONCEPT OF LIFELONG EDUCATION

The following article does not give a complete answer to the above question nor does it define the concept of lifelong education, but it shows the place and the role of lifelong education in the system of education.

The article is based on the first chapter of the study written by James B. Ingram, Director of the B. Ed. Course at Bradford College (the United Kingdom) in collaboration with the Unesco Division of Educational Structures, Contents and Methods and the Unesco Institute for Education in Hamburg.