RELATIONS BETVIEEN EDUCATION,RESEARCH AND PRODUCTION IN HIGHER EDUCATION

The following six articles concerning relations between education, research and production are based on some papers presented during the CEPES Symposium on Relations between Education, Research and Production‐ in Higher Education in Europe. The main findings of this meeting, which was held in Bucharest from 26 to 28 June 1979, are presented in the chapter “CEPES Activities” on page 33 of this issue.

As can be observed, the following articles cover different aspects or problems of the relations between education, research and production’ in higher education, some of them refer to national situations, others analyse types of study which include productive work or/and research, and still others refer to institutional experiences. However, in spite of the divergence in the topics dealt with here, all papers and articles are based on a common, present‐day reality: that numerous reforms and programmes have been or are being introduced, the objective of which is to require that higher education become more closely linked with the world of professional and productive activities.     

DEWEY,SITUATIONISM, AND MORAL EDUCATION

According to a number of authors, character is dead. On their view, the evidence is in, and all of our attempts to inculcate character in our students have not only failed, but are in fact destined to fail for various reasons. They base their conclusions in part on a number of experimental results that have been obtained since the 1920s, collectively known as situationism. If these authors are right, then the current emphasis on character education in the United States (and elsewhere) is woefully misplaced. On the contrary, however, Matthew Pamental argues in this essay that situationism's evidence is being misinterpreted. A Deweyan sociocultural approach to the nature and ideals of character both explains the evidence and reveals how character can be reconstructed and revived.     

IDEALS, EDUCATION, AND HAPPY FLOURISHING

A bstract .  In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to strive for something higher or better. De Ruyter's analysis rests on two key concepts: "ideals," which refer to things one believes to be superb, excellent, or perfect, but that are as yet unrealized, and "happy flourishing," which describes the fulfillment of objectively identifiable generic goods and the person's satisfactory meaningful interpretation of these goods.     

LEISURE, FREEDOM, AND LIBERAL EDUCATION

A bstract .  At present liberal education is generally understood and justified as the acquisition of critical thinking skills and individual autonomy. Traditionally, however, the ultimate purpose of liberal education has been leisure. Freedom, it was thought, was not simply the result of critical thinking but also required the cultivation of leisure that involved a vigilant receptivity — a stillness from the busy world of work and the restive probing of a discursive mind. In this essay, Kevin Gary argues that the cultivation of leisure has been and ought to be an essential part of what constitutes a liberal education. Focused on interior freedom, leisure offers a valuable way of learning that ushers in an authentic freedom that a critical approach to learning and liberal education does not. Accordingly, it offers a valuable defense against the hegemonic world of work that defines and appraises one's value exclusively in terms of one's doing.     

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.     

高等教育、国际化与民族国家

在 2 0世纪 90年代 ,国际化在高等教育政策讨论和研究领域都成为核心议题。与此相伴随的是欧洲高等教育的非国家化政策的出现 ,高等教育机构自身责任感的增强 ,管理主义的日益流行。关于高等教育在国际化与民族国家方面的作用历来有争议 ,本文通过比较欧洲大陆和盎格鲁 撒克逊国家的做法对高等教育的这一作用进行了探讨。国际化是对欧洲和德国高等教育的一种挑战 ,本文在评价其所带来的不同影响的同时 ,分析了欧盟和波伦尼亚进程的作用 ,以及德国高等教育国际化改革的原始推动作用。对复杂和充满活力的多层次欧洲高等教育国际化体系的进一步考察表明 ,它不仅使不断增加的跨国界活动日趋多样化 ,而且更为重要的是发生了实质性的变化 ,即出现了系统性的国际化政策 ,全球化高等教育市场的国际间合作和竞争意识也不断增强