The Education Council Report 2001--an Evaluation Based on the ATEE-RDC19 Scenarios

This paper is concerned with some recent developments in EU education policy focusing on a document of the Education Council dated spring 2001. Its intentions and directions are evaluated from a pedagogical viewpoint and analysed by using the ATEE-RDC19 scenario framework. It is shown that future education policy of the EU is pragmatically oriented at economic aims and the promotion of the integration process.     

Reflections on Trends in Teacher Education in Europe Using the Scenario Perspective

In the preceding papers the scenario model of ATEE-RDC19 is used as a reflecting instrument on trends and development in teacher education in different European countries. In this short contribution, a reflection on those papers is made to see whether common trends arise. In this rough picture, it is possible to see that in all analysed countries there is a tendency towards a more pragmatic and individualistic approach in society, influencing teacher education. But these two trends (toward pragmatism and towards idealism) are not in all case studies strongly connected. However, bearing in mind some critical comments on the scenario model, strong and definitive conclusions are to be avoided.     

Technology,Science, Physics and Culture: Scientific View of the World as a Non-technical Subject in Engineering Education

Technology stems from science. Science represents important and specific values in the whole of human culture. The history of scientific and philosophical ideas is an exciting and thrilling story with an open end. Such topics can contribute to educating the whole and balanced engineer.