直指精神灵魂出窍--心育作为教育学体系和教育范式的意义

心理教育在于精神世界的建立,心理是文化,更是精神,心理教育直指精神。心理教育的意义是使精神成为教育目的本身,这是由心理学所揭示的,所以,心理学对教育(学)并不仅仅具有方法论意义。心理教育的另外一个意义是,它给心理学体系的建构一个契机;心理教育所揭示的是一个本土化的教育学体系,一场教育的新文化运动,一股带有宗教情结的怜悯。     

论学分制与高等教育质量

本文论述了学分制有利于教学质量的提高,学分制实施中存在的问题,部分发达国家学分制实施状况以及我国高校应立足实际建立学分制运行保障机制。     

奥林匹克理想体系的形成与教育

本文认为奥林匹克理想体系的形成正是现实与理想冲突的同步前进和相互转化的结果。它的形成过程也是人类受教育的过程。它的内容包含社会政治理想、道德理想、成就理想三个方面,其中社会政治理想是最根本、最重要的,它决定和制约着道德理想、成就理想,而道德理想和成就理想则从不同方面体现着社会政治理想,从属于社会政治理想。     

INTERGENERATIONAL EDUCATION AND SERVICE PROGRAMMING: A MODEL FOR SELECTION AND EVALUATION OF ACTIVITIES

The intergenerational approach is a proven method for education and service programming with older adults, children, and youth. However, the broad scope of intergenerational programming inherently makes it difficult to create general decision‐making processes or models for the selection of appropriate activities for diverse participants. We present a model for decision making in intergenerational programs that is adaptable to a wide variety of participant groups, sponsoring agencies, and program goals. The model emerged as we developed and conducted an intergenerational training program for caregivers of children and the frail elderly. It stresses the importance of involving all constituent groups in planning, delineates five program categories, and establishes four criterion levels for decision‐making regarding appropriate activities. The model will be useful to those planning and implementing intergenerational programs in a vareity of settings.     

ENVIRONMENTAL EDUCATION AND TRAINING OF ENGINEERS ‐‐UNESCO ACTIVITIES IN THE FIELD OF ENVIRONMENTAL EDUCATION FOR ENGINEERS

The impact of engineers on the environment, particularly in the processes of urbanization, industrial production and in the search for energy resources is generally recognized.

Ecological repercussions of the project or construction where there has been a lack of appreciation of environmental harmony might have negative consequences affecting many people. Recognition of this situation is reflected in the numerous efforts of national and international organizations to reorganize engineering studies and to in‐corporate environmental education in the training of engineers.

The following article was written, for “Higher Education in Europe” and deals with Unesco's activities in the area of development of environmental education of engineers. It was written by Albert Sasson from the Division of Ecological Science of Unesco.     

高校心理教育课程体系的设计与建构

把心理教育列入高校教学计划是保证其科学性、有效性的最好办法。心理教育课程建设是高校实施心理教育的核心,系统的心理教育课程体系是心理教育课堂教学活动顺利进行的保障。心理教育课程体系包括目标体系、内容体系、操作体系和评价体系。在设计与建构心理教育课程体系时应遵循系统性原则、主体性原则和活动性原则。     

THE SWISS SYSTEM OF HIGHER EDUCATION

We have received numerous requests to present in “Higher Education in Europe”, in relatively short form, the main features of higher education systems in the different countries of the Unesco European Region.

As partial response to these requests, we present below a survey on the Swiss system of higher education, written for “Higher Education in Europe” by Dr. Esther C. Garke from the Swiss Federal Office for Education and Science, and CEPES Liaison Officer in Switzerland.

We also take this opportunity to invite our readers to provide us with papers or documents for similar presentations.     

REFORMING THE RUSSIAN HIGHER EDUCATION SYSTEM

An aperçu of the reform process in higher education in the Russian Federation is given. It begins with a statement of the objectives of reform and a listing of the laws and decrees concerning it promulgated in 1991, 1992, and 1993. Great weight has been placed on the setting of standards and the creation of mechanisms to enforce these standards. Also, efforts are being made to adapt certain higher education course programmes to regional needs. The article concludes with a short discussion of current problems.     

OVERVIEW OF THE AUSTRALIAN EDUCATION SYSTEM

This article gives an overview of the Australian education system. It outlines key recent policy developments affecting higher education and the vocational education and training (VET) sector, and it describes the pathways for the recognition of overseas qualifications in Australia.     

WASC ‐ POLISH INFORMATION SYSTEM FOR PLANNING AND MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS

Recent developments in higher education have their effect on planning and administration models of higher education institutions. In this context different computer‐operated models for planning and management have been developed. We give below an example of one such model, the Multiaccessible Subscriber's Numerical System, which has been developed at the Technical University of Wroclaw, Poland. This system, which is already partly in operation, can be compared with such models as CAMPUS (Comprehensive Analytical Methods of Planning in University Systems) operating in Canada and the United States, or the one developed in the Federal Republic of Germany by HIS (Hochschul‐Informations‐System). The information received from the Institute of Organization and Management of the Technical University of Wroclaw, on which the article below is based, underlines the need for international co‐operation in this field.     

THE BRITISH SYSTEM OF ENGINEERING EDUCATION

This paper follows the publication in 1974 of the brochure of information about the education of engineers in the Federal Republic of Germany and in France (published in this Journal, Autumn 1977). The arrangement of this new contribution is similar to the latter work. It is hoped that a comparison of procedures in the three countries may be of value to all concerned with the long-term organization of education.     

CITIZENSHIP EDUCATION AND CHARACTER EDUCATION: SIMILARITIES AND CONTRASTS

ABSTRACT:  We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted.     

STATE AND EDUCATION IN EIGHTEENTH CENTURY ITALY: THE SCHOOL SYSTEM IN TURIN

In eighteenth century Italy, the Piedmontese monarchy radically modified the traditional system of education. After a renewal of staff and curricula of the University of Turin, the creation of a network of Royal Colleges in the provinces extended State control to the training of the middle class and carried out a project which for coherence and novelty was referred to as a model in Europe for many years to come. An interesting phenomenon of alchemy within the hierarchies of order and status of the Ancien Régime was accomplished through the school system: a ductile and gradual process of social infiltration took place, which did not endanger but consolidated the status quo, bringing consistent segments of the Tiers état closer to the circle of power.