King Education and Social Change

A Volume in The Commonwealth and International Library: Education and Educational Research Division
1. Auflage 2014
ISBN: 978-1-4831-3858-9
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 254 Seiten, Web PDF

Education and Social Change provides a basic introduction to educational studies, with a viewpoint for decision. This book discusses the increasing number of educational influences at work outside the schools and colleges. Organized into three parts encompassing 10 chapters, this book starts with an overview of the influences affecting the schools as well as affecting the entire life in which the schools have to take on a different meaning. This text then examines the educational institutions and describes how their purposes, structures, and populations are undergoing unprecedented change. Other chapters deal with the transformation of the teaching-learning role itself, with reference to the teachers. This book discusses as well the relevance of all educational sciences. The final chapter briefly examines some of the main questions that need to be asked again because of all the changes in education's purposes and instrumentality. This book is a valuable resource for students and teachers.

Autoren/Hrsg.

King, Edmund J.

King, Edmund

Inhaltsverzeichnis

1;Front Cover;1
2;Education and Social Change;4
3;Copyright Page;5
4;Table of Contents;6
5;Introduction;8
6;PART I: The Background of Change;12
6.1;CHAPTER 1. EDUCATION TRANSFORMED;14
6.1.1;THE SCHOOLS AND THEIR WIDER CONTEXT;15
6.1.2;THE WORLD IS CLOSING IN;19
6.1.3;THE REVOLUTION IN RELATIONSHIPS;21
6.1.4;THE REVOLUTION IN EXPECTATION;23
6.1.5;COMMUNICATING K. JOWLEDGE;27
6.1.6;KNOWLEDGE AND LEARNING;30
6.1.7;EDUCATION AS A PUBLIC BUSINESS;32
6.1.8;EDUCATION AS A HUMANE STUDY;32
6.2;CHAPTER 2. AN EXPLOSION OF COMMITMENT;35
6.2.1;EDUCATION AND THE SCHOOLS;35
6.2.2;PRESCRIPTIONS AND LIMITS;36
6.2.3;THE CHANGE TO A CONSTRUCTIVE ATTITUDE;37
6.2.4;THE GROWTH OF PUBLIC INTEREST;39
6.2.5;THE FIRST "TEACHING STATE";40
6.2.6;THE PIONEER EXAMPLE OF JAPAN;43
6.2.7;THE GROWING APPARATUS OF STATE;44
6.2.8;PLANNING WITH RELUCTANCE;48
6.2.9;PLANNING FOR THE DEVELOPING COUNTRIES;50
6.2.10;CALCULATING FOR THE FUTURE;52
6.3;CHAPTER 3. PUBLIC INTEREST —PRIVATE ENERGY;55
6.3.1;INDUSTRIALISATION AND THE GATHERING OF ENERGY;56
6.3.2;THE RELEASE OF HUMAN ENERGIES;59
6.3.3;CONSCIENCE AND OUR INSTITUTIONS;63
6.3.4;SCHOOL AND THE RELEASE OF ENERGIES;66
6.3.5;SCHOOL AS AN EXTENSION OF HOME;68
6.3.6;SCHOOL AS CHARITY;74
6.3.7;CHARITY IS NOT ENOUGH;77
6.4;CHAPTER 4. EDUCATIONAL PLANNING AND PREDICTION;81
6.4.1;THE INEVITABILITY OF BUDGETING;82
6.4.2;PRIVATE USURPATION OF INFLUENCE;85
6.4.3;MANPOWER CONSIDERATIONS;89
6.4.4;INTERNATIONAL CRITERIA FOR MANPOWER USE;91
6.4.5;A POLICY FOR TEACHING;99
6.4.6;THE LIMITS TO EDUCATIONAL PREDICTION;101
7;PART II: The Institutions of Education;108
7.1;CHAPTER 5. SCHOOL SYSTEMS IN TRANSFORMATION—FROM PRIMARY SCHOOLS ONWARD;110
7.1.1;GENERAL TRENDS AND PROBLEMS;110
7.1.2;SCHOOL STRUCTURE AND THE ELEMENTARY SCHOOL;113
7.1.3;RESTRICTIONS ON THE ELEMENTARY SCHOOL;115
7.1.4;SEPARATE AND UNEQUAL ELEMENTARY SCHOOLS;117
7.1.5;FROM "ELEMENTARY" TO "PRIMARY";119
7.1.6;EXPANDING SECONDARY SCHOOL PROSPECTS;120
7.1.7;WHAT KIND OF EXPANDED OPPORTUNITY?;123
7.1.8;TRANSFER O R CONTINUATION?;125
7.2;CHAPTER 6. SCHOOLS SYSTEMS IN TRANSFORMATION—SECONDARY SCHOOLS;126
7.2.1;SECONDARY SCHOOLS AND THE SOCIAL SYSTEM;126
7.2.2;"GENUINE" SECONDARY SCHOOLS;128
7.2.3;"ALL-ROUNDNESS";131
7.2.4;PACKING THE CURRICULUM;133
7.2.5;SKILLED MANPOWER—IN THE RIGHT QUANTITIES AND KINDS;136
7.2.6;A QUESTION OF NUMBERS—OR ABILITIES?;137
7.2.7;INTERNATIONAL EVALUATION;140
7.2.8;COMBINED GENERAL-AND-VOCATIONAL EDUCATION;142
7.2.9;MULTI-PURPOSE GENERAL EDUCATION;144
7.3;CHAPTER 7. GROWING COMPREHENSIVENESS;146
7.3.1;SOCIAL LOGIC AND EDUCATIONAL ACCEPTABILITY;147
7.3.2;AN OBSERVATION PHASE;150
7.3.3;THE FRENCH CYCLE D'OBSERVATION;153
7.3.4;THE ITALIAN SCUOLA MEDIA;155
7.3.5;THE SCANDINAVIAN EXAMPLE;157
7.3.6;COMMON SCHOOLS AND COMPREHENSIVENESS;161
7.3.7;LIMITATIONS ON COMPREHENSIVENESS;165
7.3.8;A TWO-TIER SECONDARY SCHOOL SYSTEM;172
7.4;CHAPTER 8. HIGHER EDUCATION;176
7.4.1;HIGHER EDUCATION AND SOCIAL EXPECTATION;178
7.4.2;THE NATURE OF A UNIVERSITY;181
7.4.3;THE SHAPE OF UNIVERSITIES;185
7.4.4;OPENING SOME WINDOWS;190
7.4.5;THE OPENING OF DOORS;194
7.4.6;THE FOUNDATIONS OF HIGHER EDUCATION;197
7.4.7;HIGHER EDUCATION IN CONTROLLED EVOLUTION;199
8;PART III: Decisions of Policy for the Future;202
8.1;CHAPTER 9. TEACHING AND LEARNING;204
8.1.1;OPPORTUNITY MASS-PRODUCED;205
8.1.2;A NATIONAL SUPPLY OF TEACHERS;208
8.1.3;TEACHERS' STATUS A N D PROSPECTS;210
8.1.4;RESEARCH AROUND THE TEACHER;213
8.1.5;HOW CAN TEACHERS HELP?;215
8.1.6;A CONCEPTUAL FRAMEWORK FOR EDUCATIONAL STUDY;218
8.1.7;THE EDUCATION OF TEACHERS;219
8.1.8;A COURSE IN "EDUCATION";222
8.1.9;MAKING THE MOST OF TEACHERS;227
8.2;CHAPTER 10. OPEN QUESTIONS;231
8.2.1;THE ECONOMIC FRAMEWORK;231
8.2.2;THE POLITICAL FRAMEWORK;235
8.2.3;THE FINER RESPONSIBILITIES;239
8.2.4;FROM CHANGE TO CHANGE;240
8.2.5;A PROFESSIONAL AND HUMANE PERSPECTIVE;243
9;FURTHER READING;248
10;INDEX;250