Anxiety and education

A Lesson For Us All. The making of the national curriculum. By Duncan Graham with David Tytler. Pp. 160. Index. London: Routledge, 1993. £12.99. ISBN 0–415–08928‐X (pbk)

Schools in Wales 1500–1900: a Social and Architectural History by Malcolm Seaborne. Pp. 273. Denbigh: Gee &; Son Ltd., 1992. £15.00 hardback, ISBN 0–7074–0222–0

School and Community in Rural Wales by J. Roger Webster, 345 pp., Aberystwyth, Y Ganolfan Astudiaethau Addysg, 1991, £7.95 paper, ISBN 1 85644 139 3

Developing Assessment for the National Curriculum. Edited by Caroline Gipps. Pp viii, 103. London: Kogan Page in association with The Institute of Education, University of London, 1992. £12.95 paperback. 0–7494–0837–5. The Bedford Way Series.

Schools and Employment Law. By Patricia Leighton. Pp 168. London: Cassell, 1992. £14.95 paperback. ISBN 0–304–32445–0.

Policy and Power in Education: The rise and fall of the LEA. H. Heller with P. Edwards. Pp 232. Index. London: Routledge, 1992. £35 hardcover. ISBN 0–415–06982–3. Routledge Educational Management Series.

Public Expenditure on Higher Education: a Comparative Study in the Member States of the European Community. Frans Kaiser, Raymond J. G. M. Florax, Jos. B.J. Koelman, Frans A. van Vught. Pp 251. Index. London: Jessica Kingsley, 1992. 00.00 hardcover. ISBN 1 85302 532 1 hc. Higher Education Policy Series, Volume 18.

The Search for Enlightenment: The Working Class and Adult Education in the Twentieth Century Edited by Brian Simon. Pp 334. Index. Name Index. Leicester: National Institute of Adult Continuing Education, 1992. £10.95 flexicover. ISBN 1 872941 21 4.

Integrating Special Children: Some Ethical Issues. Edited by Gavin and Susan Fairbairn. Ppxi, 163. Index. Aldershot: Avebury, 1992. £30 hardback. ISBN 1 85628 259 7.

The Search for Quality: Planning for Improvement and Managing Change. By Del Goddard and Marilyn Leask. Pp xii, 242. Paul Chapman Publishers, 1992. £14.95. Paperback. ISBN 1–85396–190–6. Education Management Series.

Developing Resourceful Humans: adult education within the economic context. Edited by Lynn Elen Burton. Pp xvi, 222. Index. London: Routledge 1992 £40 hardcover. ISBN 0–415–00121–8.

Community Education in the Third World. Edited by Cyril Poster and Jurgen Zimmer. Pp. viii 253. London: Routledge, 1992. £35 hardcover. ISBN 0 415 04209 7.

Teachers’ Voices for School Change: An Introduction to Educative Research. Andrew Gitlin et al. Pp 207. London: Routledge, 1992. £35.00 hardback; £11.99 paperback. ISBN 0 415 05612 8 hb; ‐ 05613 6 pb. Routledge series in Investigating Schooling.

The Contours of Christian Education. Edited by J. Astley and D. Day. Pp 428. Index. Great Wakering, Essex (Great Britain). McCrimmons, 1992. £8.50p, Flexicover. ISBN 0 85597 495 8.

Women and Literacy, Marcela Ballara, xii, 84 pages, London, Zed Books, 1992. £29.95 hardcover; £9.95 paperback. ISBN 1–85648–980–9 (hardcover); ISBN 1–85649–981–7 (paperback). Women and World Development Series.     

Passive education

Abstract

This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education.     

Comparative education and education sciences: Variations on an old theme

where he teaches comparative education. Until 1988, President of the Comparative Education Society in Europe (CESE). Member of the World Council of Comparative Education Societies and Vice-President of the Spanish Comparative Education Society. Publications include: Fundamentos de Educación Comparada (1982, 1986), Problemas mundiales de la educación (1982, 1986), Sistemas educativos de hoy (1984, 1987), Primary Education on the Threshold of the Twenty-first Century(published in Spanish and French; 1986 and 1987) and Pedagogía prospectiva (1989). He has published numerous articles in scholarly journals of various countries.     

Higher education in China

This paper discusses the system of higher education in China today. Eight years after the beginning of the upheaval known as the Great Proletarian Cultural Revolution, educational principles and practice are still considered experimental. New types of schools have been established, and old ones have been reoriented to conform to recent ideological imperatives. The administrative system has gone through a number of changes and is not yet standardized; innovative enrollment procedures, strongly influenced by social class considerations, are changing the complexion of the student body; teaching methods and curriculum combine teaching, productive labor and scientific research in an effort to relate higher education more closely to the economic and social needs envisioned by the Maoist leadership.The paper concludes that it is too early to make definitive judgments about the viability of the system, regardless of the criteria used, but suggests that assessments of the quality of higher education in China must start from a recognition of the fact that it is an integral part of the total effort to revolutionize society. CR China Reconstructs - JMJP Jen-min jih-pao (People's Daily) - KMJP Kuang-ming jih-pao (Kuang-ming Daily) - NCNA New China News Agency - PR Peking Review     

Strategies for environmental education within contemporary science education

Most of secondary school science curricula discriminate neatly between two types of activity: knowing the world, on the one hand, and reflecting upon this knowledge, on the other. Moreover, this knowledge is usually based on an empiricist epistemology. The conceptual structure of a part of a typical secondary school physics curriculum is analysed from this point of view. This epistemological rationale causes difficulties in the understanding of scientific concepts which are predictable from the standpoint of the assimilation theory of Ausubel (1978). The difficulties are a consequence of the arbitrariness and lack of intelligibility of the concepts and problems presented to the student. Finally, a different epistemological rationale is proposed: that provided by genetic epistemology.     

Why distance education can be cheaper than conventional education

In conventional universities geared to the lecture, seminar, and tutorial, there is a clear and almost linear relationship between staff and student numbers, and it is this relationship that is the primary determinant of cost. Media‐based distance education, however, changes the production function of higher education. This change occurs not where media is used to supplement the teachers’ role — this merely increases total costs, but where it is used as a substitute for teachers. In essence, capital replaces labour, offering to the educationalist what Leslie Wagner {1982: ix) has described as ‘a mass production alternative to the traditional craft approach’.     

Exploring the relevance of Holocaust education for human rights education

Can Holocaust education be considered a tool for human rights education? If so, to what extent? These questions elicit discussions among a wide range of educators, and interest among politicians, educational planners, and ministries in charge of memorials. At first glance the obvious answer seems to be yes; both educators and students have strong expectations in this regard. But educators in both fields can find it difficult to include both topics in one programme. The article clarifies some basic concepts regarding the traditions of Holocaust education and human rights education, and then makes a distinction among learning about, learning for, and learning within a framework of human rights. This distinction makes it possible to differentiate the possible contributions, and the limits, of Holocaust education as a human rights tool in these three areas. Also, as these two fields evolved in very separate ways, common projects could bring together concepts and experiences from both fields to develop further possibilities.     

Film study and education

Simon Marginson Educating Australia: government, economy and citizen since 1960, Cambridge University Press, Cambridge &; Melbourne, 9/97, $29.95, Pb.

Sandra Taylor, Fazal Rizvi, Bob Lingard &; Miriam Henry Educational Policy and the Politics of Change, Routledge, London 8c New York, 2/97, $29.95, Pb.

Anthony Welch Australian Education: reform or crisis?, Allen &; Unwin, St Leonards, 9/96, $24.95, Pb.

Johanna Wyn &; Rob White Rethinking Youth, Allen &; Unwin, St Leonards, 2/97, $24.95, Pb.     

Historical developments in American undergraduate education: General education and the core curriculum

Does Education Matter? By Brian Simon. 240 pp. London: Lawrence and Wishart Ltd. 1985. £5.95.

The Politics of Education: Culture, Power and Liberation. Paulo Freire (with an Introduction by Henry A. Giroux). Macmillan, 1985. xxv + 199 pp. Price £20 HC, £7.95 PR.

Education, Persons and Society: A Philosophical Enquiry. By Glenn Langoford. Pp. x, 205. Houndmills, Basingstoke: Macmillan, 1985. £25.00 and £7.95.

Freedom and Discipline. Richard Smith. 129 pp. Allen &; Unwin 1985. Hardback £12.50. Paperback £4.95.

Beyond IQ: a Triarchic Theory of Human Intelligence. By Robert J. Sternberg. Pp. xvi, 411. Cambridge: Cambridge University Press, 1985. £8.95.

Literacy, Language and Learning. Edited by David R. Olson, Nancy Torrance, and Angela Hildyard. Pp. x, 438. Cambridge: Cambridge University Press, 1985. HB £27.50, PB £9.95.

Moray House and Professional Education, 1835–1985; Papers to mark the College's 150's Anniversary. Edited by Gordon Kirk. Pp. x, 195. Edinburgh: Scottish Academic Press, 1985. £10.50.

Re‐thinking Teacher Education. Edited by David Hopkins and Ken Reid. Pp. v + 262. Beckenham, Croom Helm, 1985, ISBN 0–7099–3705–9, £17.95.

(1) Structure and Process of Initial Teacher Education within Universities in England and Wales. (The acronym does not stretch all the way).

(2) Holt, Rinehart and Winston, 1984.

Key Issues in Education: Comparative Perspectives. Edited by Keith Watson. Pp. vi, 127. London: Croom Helm, 1985. £15.95.

A Teacher's Guide to Multicultural Education. By Jon Nixon. Pp. viii, 183. Oxford and New York; Basil Blackwell, 1985. £?

Keith Watson and Raymond Wilson (editors) Contemporary Issues in Comparative Education: a Festschrift in Honour of Professor Emeritus Vernon Mallinson. Croom Helm, London 1985. Pp. 227. £15.95.

Children's Rights. By C. A. Wringe. Pp. xi, 180. London: Routledge &; Kegan Paul, 1985. £4.95.     

Outdoor education in Scotland

Abstract

Although Scotland is part of the United Kingdom it has a distinct cultural identity and a separate education and legal system. These factors, which have influenced the development of outdoor education, are likely to have an even greater impact in the future following the re-establishment (after a break of almost 300 years since 1707) of a Scottish Parliament in 1999.

Scotland was one of the first countries in the world to formalise outdoor education. This was the result of a combination of factors:

• ? Geophysical and climatic factors together with landholding and land-use practices established in the 18th Century have ensured that much of Highland Scotland is depopulated and devoid of forests; leading to the perception that the area is a “wilderness” and therefore attractive for outdoor recreation.

• ? Exploration for political, economic and scientific reasons in the second half of the millennium, which both led to and developed from Britain's empire, stimulated a national taste for adventure as expressed in seafaring, mountaineering and polar exploration.

• ? Growth in wealth, mobility and leisure-time in the late 19th and 20th Centuries provided the means by which many more people could engage in their own, more modest adventures, leading to the development of stylised forms of outdoor activities in the UK.

Consequently the landscape and surrounding seas of Scotland have long presented challenges for outdoor recreation, and post-war development of outdoor education fitted quite naturally into this physical and social landscape.

In the 1960s and 1970s outdoor education (often formalised as physical outdoor activities and based on a residential experience) was extensively developed in Scotland and was of international significance. In recent years, primarily as a result of political effects, provision has been in some decline; a trend markedly at odds with the concurrent rapid growth in outdoor recreation. A shift away from public provision through the education service seems to be countered by growth in “charitable” and “private sector” provision, especially in the case of residential outdoor education centres.

Some concerns are raised about possible future trends, and the argument made that educational theory should be taken into account in the design of programmes which focus on personal and social education; or which capitalise on the learning potential of the landscape to encourage cultural awareness and principles of sustainability, which are seen as having both local and global significance.     

Movement education: Balance

Balance, an important aspect of all movement, is the ability to maintain one's equilibrium in relation to the force of gravity by making minute alterations in one's body position. This article is excerpted from Movement Educationavailable from Munro-Drake Educational Associates, 79 Knollwood Dr., Newport, VA 23602.     

A venture in industrial education

Early Conceptions and Tests of Intelligence. By Joseph Peterson, Professor of Psychology at George Peabody College for Teachers. Yonkers‐on‐the‐Hudson, N. Y.: World Book Co., 1925. Price, $2.16.

Creative Youth. By Hughes Mearns. Garden City: Doubleday, Page &; Co., 1925. Pp. xv + 234. Price, $2.50.

James K. Polk, A Political Biography. By Eugene Irving McCormac (University of California). Berkeley: University of California Press, 1922. Pp. x + 746. Price, $6.

Scientific Method in Education. By William Clark Trow (University of Cincinnati). Cambridge: Houghton Mifflin Co., 1925. Pp. xii + 159. Price, $1.20.

America's Need for Education. By Calvin Coolidge. Boston: Houghton Miffiin Co., 1925. (Riverside Educational Monographs.) Pp. vii + 87. Price, $0.80.

History of America. By Carl Russell Fish (University of Wisconsin). Cincinnati: American Book Co., 1925. Pp. 570 + lix. Price, $1.92.

Roads to Social Peace. By Edward Alsworth Ross (University of Wisconsin). Chapel Hill, N. C: University of North Carolina Press, 1924. Pp. 133.

A School History of Tennessee. By S. E. Scates (West Tennessee State Normal School). Yonkers: World Book Co., 1925. Pp. xii + 395.

Frontier Law. By William J. McConnell and Howard R. Driggs (New York University). Yonkers, N. Y.: World Book Co., 1924. Pp. xii+ 233. Price, $1.20.

The Constitution of Our Country. By Frank A. Rexford and Clara L. Carson. Cincinnati: American Book Co., 1924. Pp. xx + 186. Price, $0.76.

Fiber and Finish. By E. E. Dodd. Boston: Ginn &; Co., 1925. Pp. x + 196.

Modern Mathematics. By Raleigh Schorling and John R. Clark. Yonkers: World Book Co., 1924. For seventh grade, pp. xv + 256; for eighth grade, xvii + 254.

History of Economic Progress in the United States. By Walter W. Jennings (University of Kentucky). New York: Thomas Y. Crowell Co., 1926. Pp. xvi + 819. Price, $4.50.

Out in the Kitchen. By James Woodward Sherman. Boston: Little, Brown &; Co., 1925. Pp. x + 133. Price, $0.70.

A History of Minnesota. By William Watts Folwell (University of Minnesota). St. Paul: Minnesota Historical Society, 1921. Pp. xvii + 533.

The Junior‐College Movement. By Leonard V. Koos (University of Minnesota). Boston: Ginn &; Co., 1925. Pp. xii + 436. Price, $2.40.

Principles and Practices of Secondary Education. By John Addison Clement (University of Illinois). New York: The Century Co., 1925. Pp. xxi + 503. Price, $2.50.     

Enacting post-reflexive teacher education

The purpose of this article is to re-conceptualize Schön’s call for a phenomenology of practice – moving away from reflection and towards post-reflexion – by explicitly drawing on philosophical and methodological tenets of phenomenology, specifically some of Vagle’s theorizing of a post-intentional phenomenology. Finally, we use this conception of post-reflexion to articulate a set of three concrete post-reflexive pedagogies of teacher education – An Affective Pedagogy; A Post-Reflexive Entangled Pedagogy; and An Interrogated “Assumptions of Normality” Pedagogy.     

Report on multicultural education in pesantren

This article aims to report a single case study of how an Islamic boarding school (pesantren) in Yogyakarta, Indonesia, prepared students for a multicultural Indonesia. Despite negative portrayal by the Western media about increasing Islamic radicalism in some pesantren, many pesantren are in fact transforming into modern Islamic institutions, incorporating the teaching of democratic values and practices, endorsing civil society and community development, and inculcating cultural/religious diversity and tolerance in students. Using schoolyard and classroom ethnographies, along with in-depth interviews and focus group discussions (FGD) with teachers and students, the study found that classroom and non-classroom practices of the pesantren promote the development of multicultural education. Several subjects within both curriculum developed by the government and curriculum developed by pesantrens discuss a considerable number of issues that relate to cultural and religious diversity, tolerance, citizenship and democracy. The non-classroom practices of pesantren offer invaluable and intensive experiences for students to socialise with peers from different ethnic and cultural backgrounds. However, challenges remain for the kyai (the pesantren’s great leader) and other leaders, such as teachers’ lack of competency, unclear multicultural objectives in both the pesantren’s curricula and the pesantren’s traditions, and unequal relations among students and among teachers. These challenges must be overcome to further develop education for cultural diversity.     

Logics of business education for sustainability

This paper explores various kinds of logics of ‘business education for sustainability’ and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education. Our results also show how the different logics position the subject business person differently, as one who adapts to, adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.     

Comparative education studies in great Britain

Philosophy and Human Movement. By David Best. Pp. 164. London: George Allen &; Unwin, (Unwin Education Books), 1978. £3.50 (paperback).

Perimeters of Social Repair. Edited by W. H. G. Armytage and John Peel. Pp. 157. London, New York and San Francisco: Academic Press, 1978. (No price.)

The University of Hull: the first Fifty Years. By T. W. Bamford. Pp. x, 290. London: OUP for University of Hull, 1978. £8.00.

Education and Industry in the Nineteenth Century: the English disease? By G. W. Roderick and M. D. Stephens. Pp. ix+196. London: Longman, 1978. £3.95.

Education in Britain since 1944. By W. K. Richmond. Pp. 168. London: Methuen, 1978. £7.00. Education paperback £2.95.

Paths to Excellence and the Soviet School. By John Dunstan. Pp. 302. Windsor: National Foundation for Educational Research Publishing Company, 1978. £9.75.

From Armstrong to Nuffield: Studies in twentieth‐century science education in England and Wales. By E. W. Jenkins. Pp. viii, 318. London: John Murray, 1979. Hardback £7.92, Limp £3.95.

Educational Research: the Art and Science of Investigation. By G. J. Monly. Pp. 390. Boston: Allyn and Bacon, 1978. £12.80.

Learning Later: Fresh Horizons in English Adult Education. By Enid and Edward Hutchinson. Pp. 200. London: Routledge and Kegan Paul, 1978. £6.95.

The Evaluation of In‐Service Teacher Training. By E. S. Henderson. Pp. 224. London: Croom Helm, 1978. £9.95. ISBN: 0 85664 619 9.

How Shall I Put It? By Malcolm Young. Pp. 97. Hythe: Marsland Press, 1978. £3.50. ISBN o 85606 060 7.     

Conjunctions of power and comparative education

This paper develops the basis of a comparative sociological account of the present state and potential of Comparative Education (CE) as a field of study by examining the mechanisms and contexts generated by three ‘conjunctions’ of power and CE. The first of these concerns issues of power over the field, how it has been, and is being, framed by the operation of ‘power’ of various kinds. Power over what counts as CE emerges through three forms of strategic selectivity, based on: (1) its missions, locations and wider contexts; (2) its political, discursive, theoretical, methodological and valorisational opportunity structures; and (3) its institutional locations within the structures of university governance and national and international funding bodies, and the conditions of knowledge production that they frame. Next, it addresses issues of power in CE, how it is and has been conceived, by whom, and with what analytic and political consequences. Finally, the paper directs attention to the potential power of CE. It focuses on two contrasting forms taken by the outputs of CE, the production of expertise and of explanation, which together suggest something of the nature of the dilemmas of the relationships between power and CE. Expertise concerns the power of the field as a source of comment and advice on the development of educational policy, based on qualitative and quantitative comparisons of education systems and their performances. The second, by contrast, considers the potential of a comparative approach to the explanation of social phenomena.     

Open learning for continuing education

The two concepts ‐ open learning and continuing education ‐ have recently come to exert a growing influence on educational provision in the United Kingdom. In this article, Malcolm Tight, Director of the Birkbeck Centre for Research and Development in Part‐time Higher Education, considers the interpretation of these concepts and the links between them, both in theory and in practice.