Pyro — Sweden's Unique Career Education for All Secondary School Students

It is common practice for educational historians to consider that since World War I, there have been few, if any, European academic models to be studied and transferred to, or adapted by, other nations. Recently, however, those in Washington concerned with U.S. schools have resurrected the idea that there may be educational practices worth borrowing and adjusting to our own educational enterprise. In no area is this more true than in what is currently called "experience-based career education" (EBCE). (1)     

The Pendulum of Reform: Educational Change in Japan from the 1990s Onwards

The purpose of this paper is to sketch thecontexts, nature and actual impacts of currenteducational reforms in Japan. A brief overviewis provided of the basic characteristics of theJapanese education system and trends ineducational reforms since the 1990s. Focusingon curriculum and teaching in primary andsecondary education, the actual impact of theseeducational reforms upon schools is examined. The basic character of present day educationalreforms in Japan may be referred to as educational disarmament, since the emphasisis on considerably loosening up the system interms of reducing curriculum content and thenumber of weekly hours of schooling. This iscontributing to making the educational climateof Japanese schools much milder than before,and is said to have contributed to a loweringof pupil's educational achievement and toeducational opportunities among differentsocial groups becoming more polarized. TheJapanese situation has implications for thefuture orientation of educational reforms inother countries, particularly in theAsia-Pacific region.     

‘To provide for the edifice of learning’: Researching 450 Years of Jesuit Educational and Cultural History,with Particular Reference to the British Jesuits 1

Jesuit education provided the first rigorous educational ‘system’ in the Western world from the 1540s onwards. By 1773 more than 700 Jesuit colleges and universities educating some 250,000 students worldwide constituted the largest educational network in existence up to that time. At the present day, in 68 countries worldwide, the Society of Jesus is responsible for 848 educational institutions serving an estimated 2.5 million lay students. This article examines the extensive historiography of Jesuit education and the educational archives that the Society of Jesus has generated since 1540. Particular attention is paid to the foundational Ratio Studiorum of 1599, a key educational document drawing on earlier traditions, and a source of later reformulations and scholarship in many parts of the world. The scope of Jesuit archives around the globe is examined and an assessment made of their significance for educational and cultural historians.

There are few religious institutions in the Roman Catholic Church that have aroused more fascination, during its four and a half centuries of existence, than the Society of Jesus, few that have inspired such curiosity and misunderstanding, such attraction and repulsion. ^{2 2} Woodrow, Alain. The Jesuits: A Story of Power. London: Geoffrey Chapman, 1995: 10.      

CD-ROM Integration Peaks Student Interest in Inquiry

Summary

Members of the faculty of educational science and technology of the University of Twente, The Netherlands, have been making innovative use of WWW-based course-support sites since 1994. By 2000 all of the faculty were involved not only in using the WWW, but also more fundamentally in a new educational approach. In addition, our educational technologists collaborate with other faculties to support the same progression. How has this come about? In this article, the TeleTOP Method (http://teletop.edte.utwente.nl) is described, showing how it has developed based on an implementation model and experience acquired with innovative use of the WWW for course support. The applicability of the model to other faculties and settings is discussed.     

A review of Education and Social Media using conflict and functionalist theories

Education and Social Media: Toward a Digital Future (2016), edited by Christine Greenhow, Julia Sonnevend, and Colin Agur, is a compilation of essays by leading contributors to the digital and social media movement in education. The chapters within this volume provide a granular look at the current landscape of how digital media is utilized across educational levels, fields of study, and geographic areas. The book is divided into three sections discussing the emerging use of social media in education, challenges in its implementation, and potential directions as tech-based education continues to evolve. In this review, we situate the ideas presented in Education and Social Media in the functionalist and conflict theories of educational perspective to further illuminate the potential of digital learning in supporting increased access to education for marginalized student populations. We discuss how these competing views are both given voice in Education and Social Media, prompting the reader to critically reflect on advantages and dangers presented by increased use of technological platforms in educational settings. Topics discussed include online universities, peer-developed curriculum, and differential use of technology based on school socioeconomic demographics. We also suggest areas that have emerged in need of further discussion since the book’s publication.     

Educational “excellence” versus teacher “professionalism”: Towards some conceptual clarity

The educational literature of the last several years is replete with both continuing calls for educational excellence reforms and for enhancing and upgrading the teaching profession. Importantly, both types of calls rely on the contribution of science. The educational research-and-development community continues to push for and believe in the notion that educational innovation is based on scientific advances in understanding child development and school functioning. Similarly, many teachers and teacher educators continually call for increased classroom autonomy and social status among teachers, based upon the supposedly scientific nature of their professional training. This paper takes issue with both of these points, arguing that the origin and success of most educationally innovative policies have as their origin the changing political, economic, and social forces visible in the country during the history of American education. Relatedly, since the science of teaching and learning takes a back seat in issues of school policy, teachers cannot and will not be able to convince the public and those in authority in the school that their insights and practices derive from any privileged understanding of the real needs of children. Arguing that teachers should, in fact, have more input into policy decisions in education, the paper concludes with a review and discussion of various strategies currently visible for improving the autonomy and control of classroom educators.     

世纪初俄罗斯高等教育现代化的新进展

21世纪初,俄罗斯教育最引人瞩目的一项变革是努力实现各领域、各层次教育的现代化.本文阐释了从开始实施<2010年前俄罗斯教育现代化构想>,迄今为止在高等教育领域采取的全新举措,重点介绍俄罗斯在扩大高等教育入学机会、提高高等教育办学质量、增加高等教育办学效益等方面的新进展,以期读者对世纪之初俄罗斯高等教育的最新动向和现代化进程有所了解.     

大学理念在中国的发展

大学理念在中国的发展主要经历了三个历史阶段:一是从汉武帝到清朝晚期,奉行的是孔子儒学"以伦理道德为本位"的教育理想;二是从1905年晚清政府做出"废科举,兴学堂"的重大决策到1949年中华人民共和国建立以前,以"注重理性,学术自由"为核心的西方近、现代大学理念在近代中国得到广泛传播;三是中华人民共和国建立以后在曲折中探索"中国特色社会主义教育理念"。以马克思主义的唯物史观为指导,科学总结大学理念在中国的发展历程和经验教训,以史为鉴,面向未来,开创中国教育和大学创新新局面,是我国教育战线面临的一项具有战略意义的课题。     

The Spanish Contribution to Educational Comparativism

Introduction

Comparative education is not the same thing as educational comparativism; similarly, a "comparative" educator is not the same as an educational comparativist. The former makes rigorously scientific comparisons in space and in time (past, present, and future) among educational theories and practice. In contrast, to merit the label "comparativist," it is sufficient for the educator to make frequent use of the comparative method in his investigations, or to import or export educational theories and practice. This "educational traffic," if we may call it so, occurs above all in the stage that historians of our field generally call "the borrowing period."     

Teacher Education in Israel: the present situation

After presenting the essential principles relevant to the education of teachers, according to which the Israeli educational system is organised, the article examines teacher education patterns in the various institutions in Israel. These are divided into institutions for the education of teachers in nursery schools and elementary schools run by the State, and schools of education in the universities which train teachers for secondary schools.

Ideological concepts divide the institutions of both kinds into those that train teachers for religious and non‐religious nursery schools and elementary schools.

The teacher training institutions in Israel (together with the whole educational system) have been immersed, during recent years, in a process of reform which reflects the changes that Israeli society has undergone since the establishment of the State.     

The Official Institutions for the Promotion of Educational Change in Italy

The author describes the formal structures which have been established to support the process of educational change in Italy.

There is a sound legislative base: a series of laws passed since 1973 create both a new model of school and the procedures and organisations designed to facilitate its emergence, including councils at the class and school level. The right and duty of teachers to engage on in‐service education is firmly recognised as an essential component in school development.

The European Centre for Education and the Pedagogical Documentation Library are mentioned, but the author dwells at greater length on the Regional Institutes for Educational Research, Experimentation and In‐Service Training (IRRSAE). He provides a detailed explanation of the duties of the IRRSAE and of their organisation and functioning.

The IRRSAE are widely regarded as key institutions in educational development in Italy.     

关于我国教育技术学本科课程设置的探讨

＂教育技术＂这一术语自20世纪90年代在我国普遍使用,20多年来,教育技术学得到了蓬勃的发展。建立符合中国国情的教育技术学体系势在必行。教育技术课程体系是构成教育技术学体系的基本要素之一,是教育技术学体系的有机组成部分。本文针对我国当前教育技术课程设置的实际情,就本科生阶段＂课程设置＂需要考虑的问题进行了较为深入的探讨。     

派纳论“概念重构”和理解课程”

派纳于20世纪70年代以来提出的“概念重构”和“理解课程”教育理论,从教育哲学、学校教育实践、课程与教学、教师与学生等多个侧面批评了传统教育和现实教育中的弊端,为未来教育的发展提出了新的价值取向。     

Wade Madsen: Teaching Choreography

ABSTRACT

Professor Wade Madsen has been teaching at Cornish College of the Arts since 1985. This article serves as a window into his educational approach to teaching advanced choreography.     

The educational environment of the American Farm School: secondary,post-secondary and adult education curricula running parallel

Abstract

This article describes the educational environment of the oldest agricultural educational institution in Greece. At the American Farm School of Thessaloniki (hereafter AFS), a secondary school program is running together with a post-secondary program and a variety of continuing training activities.

Throughout the paper a comparison between the AFS educational practice and some well-known models of curriculum is made. The comparison leads to a better understanding of the framework under which the AFS offers education. This is important since no other similar institution in Greece serves three educational levels simultaneously.     

2014 Australian Association for Research in Education Presidential Address

The 2014, 41st Australian Association for Research in Education (AARE) presidential address is both inspired and guided by the discursive genres of presidential addresses and the role of the president in a member association such as AARE. In the address, typically the president speaks to the members on an issue or issues that are to shape or conclude their term of office, as it is in my case. Like many of the 40 AARE presidents who have gone before me, I will embed some things that are professional, personal and political—not in the interests of advancing my research agenda, but to add “to the weave and pattern of the association’s history” (Reid 2010, p. v). Threads of my research since completing my PhD in 2000 will appear to support the broad argument. Also, I will draw on the outcomes of the 2014 Australian Research Council Discovery round (see Australian Research Council: ARC archives 2016) to encapsulate my key argument that educational research and its (ex)changes are being reshaped: in a post human digital age, the tree of knowledge is mutating. To make my argument, I will review how the thinking and doing of educational research mid-way through the second decade of the twenty-first century is constructed and ask what research endeavours might be created to make the best possible worlds for our member community and the aspirations of the association.     

Studying Abroad Is No Myth

As we look around the world and observe the conditions of education in various countries, we can see that in the wake of the major growth in education in the 1950s and 1960s and, in general, since the 1970s, the educational enterprises in most countries have experienced a quantitative stagnation and a qualitative decline in the last two decades. In the United States, one hears the appeal: "The country is gripped by an educational crisis"; and in Japan, people are feeling deeply that: "Unless our educational system is reformed, our nation (i.e., Japan) will be confronted with a serious crisis." For our own part, our representatives to the Seventh National People's Congress have also spoken, with earnest and great emotion: "Our secondary and elementary education is already gripped by a crisis."     

Racializing educational change: Melting pot and mosaic influences on educational policy and practice

This article racializes educational change by examining literature on the history of educational approaches to diversity in the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools. The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization, which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving more just and effective learning outcomes for diverse student groups.

论生活世界与教育本体回归

教育是一种关乎人的活动，是一种“人为”和“为人”的社会性活动。但是，自从教育制度化以后，教育的“人为性”和“为人性”之间存在着越来越大的张力，使得“人为”与“为人”在教育实践中分裂，教育无论从时空、形式、和内容都越来越远离生活世界。因此，教育回归生活世界是制度化教育面临的重要课题。教育只有回归到生活世界中，教育才能成为人的教育。