The Interplay of Scientific Activity, Worldviews and Value Outlooks

Scientific activity tends to reflect particular worldviews and their associated value outlooks; and scientific results sometimes have implications for worldviews and the presuppositions of value outlooks. Even so, scientific activity per se neither presupposes nor provides sound rational grounds to accept any worldview or value outlook. Moreover, in virtue of reflecting a suitable variety of worldviews and value outlooks, perhaps including some religious ones, science is better able to further its aim. An extended argument is made that, although the materialist worldview has de facto been widely associated with the development of modern science, the scope of scientific inquiry is improperly limited when constraints, derived from materialism, are generally placed upon admissible scientific theories. Some implications for science education are sketched in the conclusion.     

‘Once more unto the breach,dear friends’

In introducing his Special Issue, the guest-editor identifies different usages of the term UPE, also reflected in the contributions to the Issue, and comments on the implications of this diversity in the context of nations' efforts to achieve it. Real and bogus UPE are distinguished and the alternative concept of basic education considered. Implementation of UPE, an immensely demanding undertaking, requires adequate information, genuine commitment and close co-operation — at all levels and from all concerned; equally, it depends on administrative ability, organization of training, and political motivation, flexibility and sincerity. Recognising the demands and costs of UPE, the reasons for commitment to it are examined (and illustrated from the case of Nigeria) — and the feasibility of successful implementation, e.g., by the year 2000, assessed. Alternatives exist, both in concept and practice, but seem unlikely to commend themselves. Nevertheless, as is stressed in the articles, lessons may be learned from experience already gained concerning the effectiveness of such factors as: greater community involvement in providing and controlling schools; more emphasis on school health; closer relationships between central and local planning; alternative structures for older learners or drop-outs; the shortening of instructional time; and increased research and greater investment in training for the teaching of basic skills at primary level. Without a radical change of attitude, particularly with respect to this last priority, efforts to achieve even literacy, the first goal of UPE, are being seriously undermined.

---

Zusammenfassung In seiner Einleitung zu dieser Sondernummer zeigt der Gastherausgeber die verschiedenen Definitionen des Begriffes des Weltweiten Ausbaus des Primarschulwesens auf, die auch in den Beiträgen dieser Ausgabe gebraucht werden. Danach erläutert er die Bedeutung dieser Vielfalt im Rahmen der Bemühungen der Staaten, dieses Ziel zu erreichen. Es wird zwischen echten und gefälschten Konzepten des weltweiten Ausbaus des Primarschulwesens unterschieden und die Alternative eines Konzepts der Elementarerziehung wird erwogen. Die Durchführung des weltweiten Ausbaus des Primarschulwesens — ein überaus anspruchsvolles Unternehmen — erfordert angemessene Information, wahres Engagement und eine enge Zusammenarbeit auf allen Ebenen und von allen Betroffenen; sie hängt gleichermaßen von administrativen Fähigkeiten, der Organisation der Ausbildung sowie politischer Motivation, als auch Flexibilität und Ernsthaftigkeit ab. Die Nachfragen und Kosten des weltweiten Ausbaus der Primarerziehung werden erkannt, die Gründe für ein entsprechendes Engagement werden untersucht (und an Hand des Beispiels von Nigerien illustriert) — und es wird geprüft, ob sich dieses Ziel bis zum Jahre 2000 erfolgreich durchführen läßt. Alternativen bestehen zwar, sowohl als Konzept wie auch in Praxis, aber es erscheint unwahrscheinlich, daß sie sich anbieten. Wie in den Berichten betont wird, kann aus der gewonnenen Erfahrung, die die Wirksamkeit solcher Faktoren betrifft, dennoch dieses gelernt werden: ein größeres Maß an Beteiligung des Gemeinwesens, indem Schulen vorgesehen und beaufsichtigt werden; mehr Betonung auf Schulgesundheitspflege; engere Beziehung zur zentralen und lokalen Planung; alternative Strukturen für ältere Lernende oder Schulversager; Kürzungen der Unterrichtszeit; mehr Untersuchungen und größere Investitionen in der Ausbildung für das Unterrichten der elementaren Fähigkeiten auf der Primarebene. Wenn sich die Einstellung nicht durchgreifend ändert — ganz besonders in Hinblick auf die letztgenannten Prioritäten — werden Bemühungen, die Alphabetisierung durchzuführen — das oberste Ziel des weltweiten Ausbaus des Primarschulwesens — ernsthaft gefährdet werden.

---

Résumé Dans la présentation de ce Numéro Spécial, son éditeur identifie les différents usages du terme EPU qui se reflètent aussi dans les contributions à ce Numéro, et il envisage la portée et les conséquences de cette diversité dans le contexte des efforts des nations pour y parvenir. Il établit une distinction entre EPU réel et EPU factice. Il examine aussi le concept de l'enseignement de base. L'accomplissement de l'EPU est une entreprise incroyablement exigeante qui réclame une documentation adéquate, un engagement authentique et une coopération étroite, à tous les niveaux, de tous ceux que cela concerne. Il est aussi tributaire des compétences administratives, de l'organisation de la formation, de la motivation politique, de la souplesse et de la sincérité. Le couût et la demande de l'EPU étant reconnus, on examine, dans ce Numéro, les raisons de s'engager dans l'entreprise (en prenant comme exemple illustratif le cas du Nigeria) — et on évalue les chances d'une réalisation couronnée de succès pour l'an 2000. Il existe d'autres choix, tant dans le concept que dans la pratique, mais ils n'ont guère de chance de s'imposer. Néanmoins, comme cela est souligné dans des articles ultérieurs, on peut tirer des leçons de l'expérience déjà acquise quant à l'efficacité de certains facteurs tels que: participation plus importante de la collectivité aux besoins et au contrôle des établissements scolaires; attention supérieure accordée à l'hygiène scolaire; relations plus étroites entre la planification locale et la planification centrale; choix d'options de structures ouvert aux apprenants plus âgés ou à ceux qui ont quitté l'école; raccourcissement du temps d'enseignement; recherche et investissement accrus concernant la formation indispensable à l'enseignement des connaissances fondamentales au niveau du primaire. Sans un changement radical d'attitude, particulièrement en ce qui regarde cette dernière priorité, les efforts pour parvenir à une alphabétisation générale — objectif premier de l'EPU — sont sérieusement sapés dans leurs fondements mêmes.

     

Cognitive neuroscience and education: unravelling the confusion

This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular ‘neuromyths’ which have become accepted in many classrooms. It also criticises the use of over‐simplified neuroscience to add scientific credibility to curricular reform, as has been the case in the rationale behind the recent implementation of the Northern Ireland Revised Curriculum. The paper then draws on the philosophy of Wittgenstein to highlight a further conceptual confusion which often surrounds the application of neuroscience to education.     

Rights,Identities and Inclusion: European action programmes as political education [1]

Democracy and a commitment to human rights are key defining features of the European Union. Nevertheless, the inhabitants of Europe, living their local realities sometimes based in poverty and unemployment, and subject to racism, inadequate housing and high levels of crime, may not recognise that the European project is, in its intention, inclusive, since an inclusive society is far removed from their actual experience. European transnational education programmes are intended to promote a sense of involvement in European development. In 1997 the European Commission initiated a study to identify features of projects within its transnational education, training and youth programmes which contribute effectively to political education, and in particular to the development of active citizenship among participants. Projects initiated in 18 European countries, including all 15 European Union Member States, were analysed for the quality of information offered, their capacity to provide practice in democratic skills and opportunities for exploring multiple identities, and the extent to which they worked on democratic lines and enabled participants to feel involved. This article reports on the findings of this study, illustrating best practice in education for active citizenship and proposing a framework which might be applied to any programme of political education.     

Teachers’ Perceptions of the Goals of Education in the USA: responses to the educational reform literature of the 1980s

What do teachers in the USA perceive as the significant goals and purposes of education? To what extent are these perceptions related to those advocated in the reform literature of the 1980s? Responses to a survey administered to 279 teachers in metropolitan Atlanta, Georgia are analyzed in this study. Findings indicate some areas of congruence between teachers and reformers. In areas where the reform literature is divided, especially with regard to educational purpose, teacher opinion is similarly divided. Teacher responses, however, also indicate some attempt to synthesize seemingly disparate views. To provide an expanded frame of reference, the article offers some preliminary findings based on John Goodlad's Teachers for Our Nation's Schools. The article concludes with commentary about the nature and likelihood of educational reform in the USA.     

Judging debates

HANDBOOK OF SPEECH PATHOLOGY: Edited by Lee Edward Travis. New York: Appleton‐Century‐Crofts, 1957; pp. viii+1088. $12.00.