SUPPORT SERVICES FOR OLDER ADULT TUITION PROGRAMS

Although there has been a proliferation of free and reduced tuition programs for older adults in institutions of higher education, the existence of support services to facilitate these programs has not been well documented. In this follow‐up to their 1979 study, the authors indicate that a general lack of support services is common among institutions. Support services examined included simplified registration, counseling, special programs, organized older student groups, and outreach activities.     

THE RESIDUAL PARENT TO COME: ON THE NEED FOR PARENTAL EXPERTISE AND ADVICE

In this essay, Nancy Vansieleghem starts from the observation that parents nowadays are addressed as individuals in need of parental expertise and advice. She maintains that the notion that we are living in a permanently changing society has created a context in which parents feel that they no longer “know” what is good or bad for their children. On this view, parents need to learn how to manage their parenthood. Vansieleghem questions the need for expertise and advice that is characteristic of our new mode of understanding parenting. In developing her argument, she borrows from Michel Foucault the notion “figure”—in this case, the type of parents who understand themselves as in need of expertise in order to respond to their children—and she draws further on Giorgio Agamben's analysis of the state of exception. Vansieleghem concludes by detailing the figure of the residual self as one that understands parental care as something that can and should be managed beyond concepts such as “disciplinary power” and “normalization.”     

DEVELOPING EDUCATIONAL SERVICES FOR OLDER ADULTS AND THOSE WHO WORK WITH THEM

The results of a community college's efforts to develop a range of educational services for the aging are presented. Cultural, educational, and recreational activities provided within a college setting and through a network of neighborhood centers are described, as well as continuing education and in‐service training programs for persons who work with the elderly. The processes and problems involved in planning, organizing, and administering such a comprehensive program for the elderly in an educational institution are described and discussed.

The authors attempt to demonstrate that a wide range of opportunities exists for colleges and universities in most localities to develop a variety of services that can enhance the quality of life of the elderly. Their central message is that it is possible to accomplish a lot with quite limited resources if available resources are used well. A variety of educational services to a large number of older persons and to people who work with them was generated by a small initial grant. This grant enabled the college not only to begin to identify the educational needs of the elderly in a particular locality but also to locate a wide range of available resources (money, people, facilities) that could be used immediately to provide services.     

学生管理工作的实用程序

利用计算机管理学生工作可以使班主任从繁重的事务性工作中解放出来,用更多的精力搞好学生的思想政治工作。本文主要介绍几个做好班主任事务性工作的FOXBASE+实用程序,作为实现办公室自动化的一个例子。     

IN DEFENSE OF OFFERING EDUCATIONAL PROGRAMS FOR OLDER ADULTS

Education and training play major roles in the lives of older adults. They serve preventive, facilitative, remedial, and preparatory functions. In this paper we present demographic changes related to education, outline motives and educational needs of older adults, examine the role of education in reducing the decline in mental functioning, discuss the need to engage underserved segments of the population, and offer suggestions for designing educational programs for older adults.     

BARRIERS TO AND OPPORTUNITIES FOR COOPERATION BETWEEN THE AGING AND DEVELOPMENTAL DISABILITIES SERVICES DELIVERY SYSTEMS

The values, policies, and practices of services to persons with developmental disabilities have changed significantly, toward more individually tailored services delivered in the community. Older and disabled persons are linked appropriately in various federal programs, but significant differences must be acknowledged between them and between developmentally disabled persons and other chronically disabled persons. Federal and state policies are shifting, challenging, and stimulating the operations of both aging and developmental disabilities organizations.     

WESTERN ASSISTANCE TO HIGHER EDUCATION IN CENTRAL AND EASTERN EUROPE: THE NEED FOR AN ASSESSMENT

This article introduces the topic of this issue of the review. Because there has been no systematic evaluation, so far, of the impact of western assistance programmes for higher education in eastern and central Europe since they got underway in 1989‐1990, the hope is that this publication will kick off the necessary debate. In general, two stages in the reform process can be identified, a reparatory stage that lasted around three years, and now a holistic stage, that emphasizes a systemic approach to reform. It is hoped that the eight articles making up the topic will serve as catalysts for many more studies on all aspects of this vast problem.     

中美教育技术学硕士培养方案的比较

从学科地位、人才培养目标、课程设置和授课方式等方面对中国和美国大学的教育技术专业硕士培养方案进行了比较,同时就其对我国教育技术专业硕士培养提出了一些建议,以期对我国教育技术专业硕士培养建设提供借鉴。     

THE CENTRAL AGENCY AND EDUCATIONAL RESPONSIBILITY TO THE LEARNER,THE FAMILY AND THE COMMUNITY

During several of the sessions of the Council of Jewish Education at the annual Conference of Jewish Communal Service held in Baltimore, June 2–5, 1985, the critical relationships of the central agency for Jewish education were examined. The symposium that follows represents three of the papers delivered at the conference with an introduction by Dr. Elliot Schwartz, who coordinated the CJE sessions.     

FROM KNOWLEDGE TO WISDOM: A NEW CHALLENGE TO THE EDUCATIONAL MILIEU WITH IMPLICATIONS FOR RELIGIOUS EDUCATION

The epistemological paradigm, known as post-modernity, challenges some of the presuppositions of educational systems in general, and of religious education in particular. One of these presuppositions is the exaggerated primacy given to knowledge attained through reason. However, the paradigm shift invites us to make a transition from knowledge to wisdom—to the integration and transformation of knowledge into human experience. This transition helps us incorporate into the learning process those particular ways of learning that are preferred by many women, bringing us to a more holistic conception of religious education. It enables us to establish a new relationship between learners and educators in the model of a learning circle.     

HAMMERS AND SAWS FOR THE IMPROVEMENT OF EDUCATIONAL RESEARCH

This article examines different conceptions of causation and their implications for understanding educational phenomena and conducting educational research. Specifically, I discuss four research designs for pursuing questions about causation in education. Two of these research designs take a variance approach to causation (that is, they attempt to show correlations between earlier events and subsequent ones), while the other two take a process approach (that is, they attempt to show a demonstrable sequence of events by which one variable flows into or leads to another). The point of the discussion is to illustrate, first, their respective strengths and, second, their necessary interdependence. Ultimately, I argue that just as both hammers and saws are needed to build a good house, both variance and process approaches are needed to build a good understanding of causation in education.     

从思想演变看教育心理学发展宜采的取向

教育心理学是介于教育科学与心理科学之间的桥梁 ,而这座桥梁的特殊功能是将心理学研究人性特质的理论与方法转化为教师的智慧 ,用于学校教学 ,以期在学生身心成长上反映出教育的目的与理想。本文之撰写旨在从教育科学为本、心理科学为用的观点 ,以上述桥梁功能为基础 ,检视历来教育心理学思想的演变 ,并进而建议今后国内教育心理学的发展宜采三化取向 ,俾使其桥梁功能得以充分发挥。