Bibliography: Democracy (page 440 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Atlanta Cable News Network, H. Patrick Swygert, Gerald S. Fain, Borje Holmberg, Gerhard E. Ortner, Ellen Condliffe Lagemann, Ted Leggett, Valerie Moller, Clorinda Donato, and J. Katus.

Katus, J., Ed.; Toth, Janos, Ed. (1986). On Voluntary Organizations in Hungary and the Netherlands. Twenty essays are provided from an educational scientific symposium organized within the frame of the Festival for Dutch Culture in Hungary. Titles and authors include "Environmental Movement and Environmental Information" J. C. Th. Alles); "Principal Educational and Self-Educational Problems of Independent Activity and Autonomy in Adult and Cultural Education" (Sandor Boros, Matyas Durko); "The Boundaries of Women's Land in Dutch Social Democracy: Some Development in the Political Education of Women in the Period 1933-1983" (Heili Both); "The Role of Voluntary Organizations in Health Education" (H. A. M. van der Drift-van Nies); "Adult Education at the Open University: A Form of Individual Self-Study and/or Voluntary Education" (G. van Enckevort); "Some Problems of the History and Cultural Policy of Voluntarism" (Katalin Fabry, Pal Soos); "A Survey of the Voluntary and Social Aspects of Hungarian Mental Health Activities" (Katalin Fodor, Piros Kovacs); "Government and Voluntary Organizations in the Netherlands: Two Hundred Years of Adult Education and Public Information (1784-1984)" (B. van Gent); "Grass-Roots Public Communication 1: Audio-Visual Communication as a Mediating Practice" (F. Glastra, E. Kats); "Grass-Roots Public Communication 2: Rules and Ideologies in Film Practice" (F. Glastra, E. Kats); "Voluntary Organizations and Social Movements: A Case-Study of the Development of the Institute for Workers' Education and the Dutch Institute for Popular Adult Education and the Friends of Nature, 1924-1986" (Barry Hake); "Voluntary Associations at Miskolc" (Laszlo Harangi); "Putten and Its Voluntary Organizations" (J. Katus); "Voluntary Associations and the State" (C. O. Krudde); "Local Culture, Local Financing" (Eva Kuti, et al.); "The Historical Background of Voluntary Social Activity as It Appears in the Curricula of Adult Educators" (Andor Maroti); "'Inzet,' an Intermediate Organization of the Unemployed" (W. Micke); "The Role of the State of Socio-Cultural Animation" (Katalin Talyigas); "Folk High School Movement and Voluntary Cultural Activity, 1930-1945: A Historical Outline" (Janos Toth); and "Village Experiment: Assessment of the Siomente Village Experiment" (Csaba Varga). Descriptors: Adult Education, Case Studies, Cultural Education, Developed Nations

Swygert, H. Patrick, Ed. (1993). Voices of Leadership: Essays on Challenges Facing Public Higher Education. This book presents speeches given and articles written by State University of New York presidents concerning issues confronting public higher education in the State of New York today. Essays and speeches are categorized under the following topics: (1) the development of the State University of New York; (2) public higher education in society; (3) quality, access, diversity, and relevance; (4) financial constraints; (5) values and freedoms; and (6) the role of leadership. Essays and their authors are as follows: "The Founding of the State University of New York" (Sanford H. Levine); "History of the Community College" (Eduardo J. Marti); "The University: Image and Reality" (John H. Marburger III); "The Emerging Work Force and Community Colleges" (Joseph J. Bulmer); "Technology and the Human Condition" (James W. Hall); "NIMBY/NIMBY Revisited" (John O. Hunter); "Issues of Optometric Ethics for the '90s" (Alden N. Haffner); "Colleges, Cities, Cultures, Changes" (Alice Chandler); "Equality and Quality: The Dilemma of American Democracy" (Joseph C. Burke); "A Noble Endeavor" (Daniel T. Hayes); "Moving the Institution into the 21st Century" (Joseph N. Hankin); "Women, Leadership, and the Academy: Anecdotes and Observations" (Carol C. Harter); "Diversity and Community" (Frank G. Pogue); "Facing Financial Challenges" (Donald A. MacPhee); "Reinventing Excellence" (Stephen L. Weber); "Economic Growth and Public Higher Education" (Carol C. Harter); "Shaping a Mission and Maintaining Access for Community Colleges for the 1990s and Beyond" (Lawrence H. Poole); "Community Colleges: Critical Crossroads" (Roger C. Andersen); "Higher Education and Choice: The Burden of Freedom" (D. Bruce Johnstone); "Free Speech on Campus" (Lois B. DeFleur); "Drawing Lines at Nassau Community College" (Sean A. Fanelli); "Values as Guideposts" (William C. Merwin); "New Beginnings" (Jacqueline D. Taylor); "Campus Art: From the Fringe to the Center" (Joseph C. Burke); "A Season for Leadership" (William R. Greiner); "Leadership, Our Responsibility, Our Choice" (H. Patrick Swygert). Appendices include lists of officials at the State University of New York. Contains an index.   [More]  Descriptors: Access to Education, Change Strategies, Colleges, Community Colleges

Nissen, Bruce, Ed. (1997). Unions and Workplace Reorganization. The 11 chapters in this book focus on "The New American Workplace" and assess its adequacy or inadequacy as a guide for the U.S. labor movement in relation to new work systems. "Unions and Workplace Reorganization" (Bruce Nissen) introduces the subject. "The New American Workplace: A Labor Perspective" (AFL-CIO Committee on the Evolution of Work, 1994) reprints this consensus document. "The New American Workplace: Big Deal or Too Little, Too Late?" (Adrienne E. Eaton) places the AFL-CIO document in a comparative international context. "Worker Democracy and Employee Involvement Plans" (Jim Grattan) places workplace change within the context of a democratic society professing to extend democratic processes to every aspect of its life. "Identity Crisis: Unions in the Workplace of the Future" (Peter Downs) evaluates the document from the perspective of the author's experiences as a worker for General Motors. "Participating in Labor-Management Initiatives To Build the Union" (Maureen Sheahan) asserts that independent union participation is the only workable approach. "Workplace Education and Labor-Management Cooperation in Small- and Medium-Sized Urban Manufacturing" (Mae M. Ngai) contends the AFL-CIO is still wedded to conventional industrial relations practice without a proactive strategy of its own. "Reinventing the Federal Government: Forging New Labor-Management Partnerships for the 1990s" (Edward L. Suntrup, Darold T. Barnum) considers workplace change in the federal government. "Labor-Management Partnerships in State and Local Governments" (Lee Balliet) asserts that chances for union-management partnerships are better in the public sector than they are in the private sector. "New Unionism and the Workplace of the Future" (Peter Lazes, Jane Savage) suggests the document does not go far or deep enough in showing the way to implement partnerships and workplace reorganization as a union strategy. "Advancing Unionism on the New Terrain" (Mike Parker, Jane Slaughter) presents a highly critical view of certain aspects of the document which the authors believe deepens confusions within the labor movement. Appendixes include a list of contributors and index. Descriptors: Adult Education, Employee Responsibility, Employer Employee Relationship, Federal Government

Lewinski, Marcel (1990). Perspectives on Peace: A Resource for Teaching Peace and Security Issues. Designed to help teachers discuss and explore with students the many aspects of peace and security in a rapidly changing world, this teaching manual examines the issues from many different points of view. Students are encouraged to examine the issues, collect information, and present their own views and opinions based on the facts. The book contains six chapters, each of which explores a particular aspect of peace and security. Chapter 1, "Perspectives on Peace," looks at the concept of peace itself and asks if a nation can have peace without a security apparatus. Chapter 2, "Eye on the Soviet Union," is an examination of U.S.-Soviet relations and the impact the two superpowers have had on peace and security issues for the last 50 years. Chapter 3, "The Human Condition: Poverty and Peace," asks the question: can a nation be at "peace" if poverty, hunger, and human suffering exist within its borders? Recent democratic movements in Eastern Europe and Central America have raised many questions concerning peace and security issues–not just for the United States, but for the rest of the world as well. Chapter 4, "Democracy: The Road to Peace?" looks at these movements and studies the impact they will have on global stability. Chapter 5, "The Global Environment: A Common Trust," discusses an issue that many experts believe will serve as a bridge to unite former enemies behind the common cause of solving the world's massive environmental problems. Chapter 6, "The World Economy," examines the concept of interdependence and how trade and business relations can work to bring the world closer together but also can create "economic conflicts" among friends and enemies. The book suggests a variety of instructional strategies, and each chapter contains activities that list objectives, outline a procedure, and offer additional suggestions. Twenty-two student handouts are included, as are lists of resources on peace and security issues corresponding to each chapter of the book. Descriptors: Educational Resources, Foreign Policy, High Schools, International Relations

Moody, William J., Ed. (1990). Artistic Intelligences: Implications for Education. This collection of papers attempted to explicate Howard Gardner's theory of artistic intelligences; argue implications of the theory for arts education; offer methods of implementation; and discuss implications for general education. The topics covered political challenges to implementation; standardized testing in the arts; blueprint models of implementation; and the impact on visual arts, creative writing, dance, acting, and music. The 14 chapters are: "The Arts in Democracy" (Harold Taylor); (2) "Multiple Intelligences: Implications for Art and Creativity" (Howard Gardner); (3) "Implications of Artistic Intelligences for Education" (Elliot Eisner); (4) "The Challenge of Implementation" (Mary Hatwood Futrell); (5) "The Effect of Standardized Testing on Education in the Arts" (Warren Bennett Newman), with two responses to Newman's presentation by Gardner and Eisner; (6) "Implementation: South Carolina Models," comprised of articles by Harriet Keyserling ("The Politics of Mainstreaming Arts in Education"), Charlie G. Williams ("It's Time for the Grandchildren to Study the Arts"), and Rose Maree Myers ("The Theory Is Realized: A Creative Arts Elementary School"); (7) "Education" contains articles by Elizabeth Vallance ("Artistic Intelligences and General Education") and Craig Kridel ("Implications for General Education"); (8) "Visual Arts" includes essays by Larry Kantner ("Visual Arts Education and Multiple Intelligences: Before Implementation") and Cynthia Colbert ("Visual Arts: Multiple Ways of Knowing"); (9) "Creative Writing" features articles by Carol Collins ("Confronting the Future: Creativity and the Human Spirit") and Lyn Zalusky Mueller ("Implications for Creative Writing"); (10) "Dance, Movement, Acting" includes essays by Seymour Kleinman ("Intelligent Kinesthetic Expression") and Peter Werner ("Implications for Movement"); (11) "Music" presents writings by Charles R. Hoffer ("Artistic Intelligences and Music Education") and Charles Elliott ("Comments on Music Education"); (12) "Arts Education in the Humanities: Toward a Breaking of the Boundaries" (Maxine Greene); (13) "One Nation, Undercultured and Underqualified" (Charles Fowler); and (14) "Summary and Coda" (William J. Moody). The volume concludes with a section on the backgrounds of the contributing authors. Descriptors: Art, Art Education, Cognitive Processes, Creative Writing

Donato, Clorinda; And Others (1992). The Enlightenment Revisited: Sources & Interpretations. Learning Activities. This resource book provides 26 learning activities with background materials for teaching about the Enlightenment. Topics include: (1) "What Was the Enlightenment?"; (2) "An Introduction to the Philosophes"; (3) "Was the Enlightenment a Revolt Against Rationalism?"; (4) "Were the Philosophes Democrats? A Comparison of the 'Enlightened' Ideas of Voltaire and Rousseau on Democracy and Equality"; (5) "What is the Significance of the Term Enlightenment in the Context of the 18th Century?"; (6) "Were the Philosophes Atheists?"; (7) "How was French Society Portrayed in the 'Encyclopedie?'"; (8) "Were the Philosophes True Philosophers, or Illogical Extremists?"; (9) "Did the French Philosophes Inspire the French Revolution?"; (10) "The Salon' as a Center for Enlightenment in the 18th Century"; (11) "Reader's Theater on the Salon'"; (12) "How Important Were the Periodicals and Coffeehouses to the Enlightenment?"; (13) "How Did the Enlightenment Account for the Existence of Evil Governed by a Benevolent God?"; (14) "How Did the Enlightenment View the Role of Women?"; (15) "Were the Enlightened Despots Enlightened?"; (16) "What Were Montesquieu's Views on Government?"; (17) "What Are the Democratic and Totalitarian Implications in Jean Jacques Rousseau's 'The Social Contract and Discourses?'"; (18) "What Influence Did the Enlightenment Have on Citizen Rights for Men and Women during the French Revolution?"; (19) "Is There a Relationship between Enlightenment Ideals and Architecture?"; (20) "What Enlightenment Themes Were Reflected in Eighteenth Century Poetic Form?"; (21) "How Did the 'Salon' Serve as a Forum for Political Ideas?"; (22) "Did the European Enlightenment Influence the American Revolution?"; (23) "How Did the Philosophes of the Enlightenment Address the Issue of Slavery?"; (24) "How Did Immanuel Kant Influence Ralph Waldo Emerson?"; (25) "Can Thomas Jefferson Be Considered a Product of the Enlightenment?"; and (26) "Was There a Russian Enlightenment?"   [More]  Descriptors: Eighteenth Century Literature, European History, Foreign Countries, French Literature

Cable News Network, Atlanta, GA. (1996). CNN Newsroom Classroom Guides. November 1-30, 1996. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of November, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: presidential candidates travel the United States searching for votes, FBI searches for Olympic bomber, and Germany's 320,000 Bosnian refugees face expulsion (November 1); Hutu refugees flee, U.S. pilot fires at Iraqi site, Brazil tries to curtail child labor, Russian President Yeltsin undergoes surgery, U.S. President Bill Clinton easily wins re-election, fighting stops in Goma, Zaire, NASA launches satellite to map Mars, and Zaire students storm government over refugee policy (November 4-8); Zaire's rebel leader will allow aid to reach refugees, Latin American summit begins, Evander Holyfield stuns boxing world, Latin American nations, including Cuba, commit to democracy, Saudi planes collide in mid-air, United Nations condemns U.S. Cuba policy, world food summit begins, U.S. troops in Bosnia will not be coming home soon, and violence in St. Petersburg (Russia) (November 11-15); lawsuit against Texaco ends, Russia's new spacecraft (Mars-96) falls into the ocean, CIA (Central Intelligence Agency) accuses career officer of spying for Russia, recent election makes history in Romania, United States vetoes Boutros-Ghali, Pope to visit Cuba, a possible British connection to Zaire crisis, U.S. and Chinese leaders meet, refugees head home to Rwanda, confusion over who burned 23 Christian churches in Indonesia, HUD (Housing and Urban Development) Secretary Cisneros quits Cabinet post, CIA official indicted, and astronauts realign Columbia's telescope and will launch an orbiting lab (November 18-22); hijacked Ethiopian jet crashes, U.S. President Clinton signals new policy of economic cooperation with China, APEC nations agree to cut tariffs on hi-tech telecommunications products, Serbia elections annulled, citizens of Belarus approve new constitution, baseball owners and unions agree to labor contract, and Hutus allege recent Tutsi massacre of 300 refugees (November 25-27). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Lagemann, Ellen Condliffe, Ed.; Miller, Lamar P., Ed. (1996). Brown v. Board of Education: The Challenge for Today's Schools. The 1954 Supreme Court decision in the case of "Brown v. Board of Education of Topeka, Kansas" provided the legal basis for equal educational opportunity. More than 40 years after the decision, equal opportunity, equal access, and affirmative action remain issues of intense debate. This book offers essays by 23 prominent voices in American education, who discuss the issue of equal educational opportunity for all students. The essays include the following: (1) "An American Dilemma Still" (Ellen Condliffe Lagemann); (2) "Tracking the Progress of 'Brown'" (Lamar P. Miller); (3) "Dream Deferred but Not Defeated" (Roger Wilkins); (4) "The Unending Struggle for Equal Educational Opportunity" (Robert L. Carter); (5) "The Federal Government and the Promise of 'Brown'" (Brian K.  Landsberg); (6) "The Legacy of 'Brown v. Board of Education'" (Constance Baker Motley); (7) "Revisiting the Supreme Court's Opinion in 'Brown v. Board of Education' from a Multiculturalist Perspective" (Kevin Brown); (8) "Public Opinion and School Desegregation" (Gary Orfield); (9) "Diversity and the New Immigrants" (Lamar P. Miller and Lisa A. Tanners); (10) "Two Cities' Tracking and Within-School Segregation" (Jeannie Oakes); (11) "Reexamining Social Science Research on School Desegregation: Long- versus Short-term Effects" (Amy Stuart Wells); (12) "Reflections on the Promise of 'Brown' and Multicultural Education" (Carl A. Grant); (13) "Inequalities in Educational Financing" (Howard A. Glickstein); (14) "Race and Choice in Montgomery County, Maryland, Magnet Schools" (Jeffrey R.  Henig); (15) "The False Premises and False Promises of the Movement to Privatize Public Education" (Willis D. Hawley); (16) "After Forty Years: The Other Half of the Puzzle" (John A. Murphy); (17) "The Promise of Accountability and Standards in the Achievement of Equal Educational Opportunity" (Edmund W. Gordon); (18) "Fulfilling the Promise of 'Brown'" (Judith A. Winston); (19) "Educational Equity Issues in an Information Age" (Dennis Sayers); (20) "'Brown' and 'Lau': Seeking the Common Ground" (Rosa Castro Feinberg); (21) "Of Promises and Visions: 'Brown' as a Gift to American Democracy" (Joshua P. Bogin); and (22) "'Brown' at Forty: Six Visions" (Burt Neuborne). An index is included. Each essay contains references. Descriptors: Access to Education, Affirmative Action, Civil Rights, Court Litigation

Villanueva, Victor, Jr., Ed. (1997). Cross-Talk in Comp Theory: A Reader. Intended for experienced teachers of composition and for graduate student of composition studies, this collection of essays represents an overview of the last 30 years of composition theory–a near chronology of the profession's changes, from process to cohesion to cognition to social construction to ideology. The 41 essays and their authors include: "Teaching Writing as a Process not Product (D.M. Murray): "Writing as a Mode of Learning" (J. Emig); "The Composing Processes of Unskilled College Writers" (S. Perl); "Revision Strategies of Student Writers and Experienced Adult Writers" (N. Sommers); "The Writer's Audience Is Always a Fiction" (W.J. Ong); "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy" (L. Ede and A. Lunsford); " The Basic Aims of Discourse" (J. Kinneavy); "Spectator Role and the Beginning of Writing" (J. Britton); "Coherence, Cohesion, and Writing Quality" (S.P. Witte and L. Faigley); "Contemporary Composition: The Major Pedagogical Theories" (J.A. Berlin); "A Cognitive Process Theory of Writing" (L. Flower and J.R. Hayes); "Diving In: An Introduction to Basic Writing" (M.P. Shaughnessy): "William Perry and Liberal Education" (P. Bizzell); "Is Teaching Still Possible? Writing, Meaning, and Higher Order Reasoning" (A.E. Berthoff); "Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism" (M. Rose); "Collaborative Learning and the 'Conversation of Mankind'" (K. Bruffee); "Consensus and Difference in Collaborative Learning" (J. Trimbur); "Writing with Teachers: A Conversation with Peter Elbow" (D. Bartholomae); "Being a Writer vs. Being an Academic: A Conflict in Goals" (P. Elbow); "Democracy, Pedagogy, and the Personal Essay" (J. Haefner); "Composing as a Woman" (E. Flynn); "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (L.D. Delpit); "On the Subjects of Class and Gender in 'The Literacy Letters'" (L. Brodkey); "Diversity, Ideology, and Teaching Writing" (M. Hairston); and "Graduate Students, Professionals, Intellectuals" (R. Ohmann).   [More]  Descriptors: College Students, Educational History, Higher Education, Student Needs

Hautecoeur, Jean-Paul, Ed. (1997). Alpha 97: Basic Education and Institutional Environments. This document was published by Alpha, a research program specializing in alternative, experimental approaches to adult basic education. It is an attempt to widen the field and examine the relationship between the micro and macro levels, between the diversity of different practices and the major policy orientations that foster or limit this diversity. Section 1 contains "A Political Review of International Literacy Meetings in Industrialized Countries, 1981-94" (Jean-Paul Hautecoeur). Section 2 presents six contributions from Central and Eastern Europe: "The Gypsy Minority in Bulgaria: Literacy Policy and Community Development (1985-95)" (Elena Marushiakova, Vesselin Popov); "Basic Education in Romania" (Florentina Anghel); "Adult Basic Education in Albania" (Andon Dede);"Andragogic Summer School: Towards Improving Literacy and Local Development" (Dusana Findeisen); "Basic Education and Community Development in Poland" (Ewa Solarczyk-Ambrokik); and "Adult Basic Education Environments from Discursive Interplay among Legislature, Economics, and Institutions" (Stanislav Hubik). Section 3 consists of five contributions from the European Union: "Keeping Alive Alternative Visions" (Mary Hamilton); "The Institutional Environment of the Struggle against Illiteracy in France" (Pierre Freynet); "30 Years of Literacy Work in Belgium: Where Has It Got Us?" (Catherine Stercq); "Skills, Schools, and Social Practices: Limits to the Basic Skills Approach in Adult Basic Education in Flanders" (Nathalie Druine, Danny Wildemeersch); and "Role of the State in Basic Adult Education: The Portuguese Example" (Maria Jose Bruno Esteves). Section 4 presents five chapters from North America: "Getting Clear about Where We Are Going: Results-Oriented Accountability as a Tool for System Reform" (Sondra G. Stein); "This is a School. 'We Want to Go to School.' Institutional Social Responsibility and Worker Education" (Sheryl Greenwood Gowen); "Facing Training and Basic Education: One Unionized Workplace Experience" (Jorge Garcia-Orgales); "Literacy, the Institutional Environment, and Democracy" (Serge Wagner); and "Making Up for Lost Time: Rescuing the Basics of Adult Education" (Enrique Pieck). The final chapter in Section 5, "Basic Education: Defending What Has Been Achieved and Opening Up Prospects" (Jean-Paul Hautecoeur) is a synopsis of the main propositions presented in the document.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Community Development, Economic Development

Holmberg, Borje, Ed.; Ortner, Gerhard E., Ed. (1991). Research into Distance Education = Fernlehre und Fernlehrforschung. The papers (from a symposium held at the Fern Universitat) included in this collection focus on distance education in theory and practice. Contributions are written in English or in German, with summaries available for each in the language not used for the paper concerned. Contributions are: (1) "Distance Education as Communication: The Impact of Research and the Requirements of Practitioners" (Borje Holmberg); (2) "Educational Theory and Its Application to Distance Education" (Borje Holmberg); (3) "The Study of Distance Education: Terminology, Definition and the Field of Study" (Desmond Keegan); (4) "Towards a Better Understanding of Distance Education: Analysing Designations and Catchwords" (Otto Peters); (5) "Distance Education as a Multi-Dimensional System of Communication and Production" (R. Manfred Delling); (6) "Distance Education and Communication Culture: Continuous Counselling and Two-Way Communication" (Gerhard E. Ortner); (7) "Distance Education in the Society of the Future" (Erling Ljosa); (8) "Communication in Distance Education: A Pre-Requisite of Democracy" (Gerhard Stroh); (9) "Independence and Interaction: Getting the Mixture Right for Institutions" (John S. Daniel); (10) "Group Studies and Course Incorporation: The Concept of a Multi-Campus Institution of Distance Education" (Nehemia Levtzion); (11) "Distance Education Research for Distance School Work: Requirements of Practitioners" (Heinrich Dieckmann and Bernd Schachtsiek); (12) "Testing Distance Education Programs: What Administration Expects from Theory" (Michael Vennemann); (13) "The Feasibility of a Predictive Theory of Distance Education: What Are We Allowed To Expect?" (Borje Holmberg); (14) "Autonomous Learning in Distance Education: Methodology and Results" (Helmut Lehner); (15) "Contract Learning: A Contribution To Promoting Autonomous Learning?" (Monika Weingartz); (16) "Drop In and Drop Out: The Need of Definition" (Helmut Fritsch); and (17) "Diagnosis and Therapy: Theoretical and Methodological Aspects of Drop-Out Research" (Rudolf Schuemer and Herhard Strohlein). Each paper contains its own bibliography. The volume includes a list of the authors and their affiliations.   [More]  Descriptors: Distance Education, Educational Practices, Educational Principles, Educational Research

Leggett, Ted, Ed.; Moller, Valerie, Ed.; Richards, Robin, Ed. (1997). "My Life in the New South Africa": A Youth Perspective. This book gives a unique insight into the thoughts and concerns of South Africans under the age of 30. Young people from across the country participated in a letter-writing contest to give their experiences and opinions, and to reveal their lives, hopes, and ambitions. The book uses their own words as they try to make sense of post-Apartheid South Africa. Chapters and authors in the book are, as follows: (1) "'My Life in the New South Africa': Introduction" (Ted Leggett); (2) "How the Contest Was Run" (Robin Richards); (3) "And the Answer Is…" (Siyabonga Mngadi; Ted Leggett); (4) "'Innovation Is the Cornerstone of My Work': Creative Use of Language" (Elana Bregin); (5) "Faith and the Culture of Optimism" (Ted Leggett); (6) "'Yours in the Rainbow Nation': Young South Africans and the Rainbow" (Helga Dickow); (7) "'South Africa Is Beautiful as Seen on Television': Media, Culture, Consumerism and Sport" (Ted Leggett); (8) "'My Loving Parents, Caring Brother, and Fantastic Dog': Youth and the Family" (Siyabonga Mngadi; Colin van Rooyen); (9) "'My Daily Routine': Time Use in the New South Africa" (Valerie Moller); (10) "'It's a Fact That We as the Youth Are in a Hurry': Youth, Sex, and Sexuality in the New South Africa" (Colin van Rooyen); (11) "Looking at the New Democracy: Perceptions of Politics" (Robin Richards); (12) "End of the Innocence: Crime in the New South Africa" (Antoinette Louw); (13) "'A More Wholesome Equality': Race Relations" (Ted Leggett); (14) "'The Key to the Future': Perspectives on Education" (Christa Van Zyl); (15) "Careers in Transition" (Siyabonga Mngadi); and (16) "The Mindset of Contemporary Youth" (Valerie Moller). Descriptors: Apartheid, Cultural Context, Demography, Developing Nations

Linkoping Univ. (Sweden). Dept. of Education and Psychology. (1992). Social Change and Adult Education Research–Adult Education Research in Nordic Countries 1990/91. This yearbook contains papers that provide the reader with a general idea of the aspects and issues that interest Nordic researchers today and how they approach these problems. To provide a more uniform picture of the status of adult education in the different Nordic countries, four brief general surveys begin the book: "Adult Education Research in Denmark" (Bjarne Wahlgren); "Adult Education Research in Finland" (Jukka Tuomisto); "Adult Education Research in Norway" (Anna Gullichsen); and "Adult Education Research in Sweden" (Maj Klasson). Papers on Denmark include the following: "Participants' Outcome of Courses for Long-Term Unemployed" (Vibe Aarkrog, Bjarne Wahlgren); "General Qualification of Unskilled and Semi-Skilled Workers" (Knud Illeris); "Problems and Potentials in Danish Adult Education" (Bo Jacobsen); and "Seven Ascertainments of Adult Education" (Kim Jacobsen). Finnish papers are as follows: "Transforming Adult Teaching" (Antti Kauppi); "Framework for Adult Education" (Seppo Kontiainen, Jyri Manninen); "Elements of Teaching Materials in Multiform Instruction" (Kari Nurmi); "Future of Adult Education" (Pirkko Remes); "Quality Circles as a Learning Environment" (Urpo Sarala); and "Development of Trade Union Education and New Challenges" (Jukka Tuomisto). Five articles relate to Norway: "Governing of Knowledge: Case of Work-Related Adult Education and Training" (Jens Bjornavold); "What Role Do Age and Context Play in Self-Regulated Learning" (Tove Dahl); "Survey of Participation in the Municipal and County Municipal Adult Education in Norway during School Year 1990-91" (Bjorn Madsen); "Contribution of Voluntary Organization to Norwegian Adult Education" (Leif Moland); and "Development of Mother Tongue Teachers' Further Education" (Perly Norberg). Papers on Sweden are as follows: "Knowledge and Democracy" (Lars Arvidson, Kjell Rubenson); "Postmodern Learning Process–Composition of Knowledge in New Social Movements" (Bosse Bergstedt); "Adults' Life and Learning" (Lena Borgstrom, Robert Hoghielm); "Research Circle–Some Educational Perspectives" (Lars Holmstrand, Gunilla Harnsten); and "Essence of Teaching Adults–Views of 124 Swedish Teachers in Municipal Adult Education" (Staffan Larsson). Notes on contributors are appended.   [More]  Descriptors: Adult Education, Adult Learning, Adult Vocational Education, Developed Nations

Fain, Gerald S., Ed. (1991). Leisure and Ethics: Reflections on the Philosophy of Leisure. This publication seeks to capture the character and content of thought with respect to the long-standing discussion in academic settings of leisure and philosophy. The book is organized into three sections. The first, "Reflections on the Philosophy of Leisure," includes the following papers: "Introduction: Leisure and the Perfection of Importance"; "Moral Leisure"; "Leisure and Ethics"; "On Liberty and Leisure"; "Leisure and Democracy: Incompatible Ideals?"; "Ideals and Reality: Classical Leisure and Historical Change"; "Leisure, Transcendence, and the Good Life: From the Greeks to the Existentialists"; "Leisure: A Moral Imperative"; "New Work, Leisure, and Decadence"; "Understanding Leisure Experiences: The Contribution of Feminist Communitarian Ethics"; "A Theological Perspective on the Ethics of Leisure"; "Of Manners and Therapists: A Deconstruction of Leisure Discourses"; "Large-Scale Leisure Enterprises as Moral Contexts"; "Environmental Ethics: Strengths and Dualisms of Six Dominant Themes"; and "Leisure and Islam." Section 2, "Selected Thoughts," presents: "What Is the Good of Leisure?"; "Leisure and Ethics: Ramifications for the Individual and Society"; "Homo Ludens: A Study of the Play Element in Culture"; "Ethics in Management"; "The Language Games in TV Games: Commentary and the Manipulation of Meaning in Televised Sports"; "Exploring Ethics through Sports and Leisure: A Writing Seminar"; "Character Education: Something's Missing–Whose Responsibility?"; "The Contribution of Leisure to Moral Development"; "Private vs. Public Recreation Ethics: Is the Vision Different?"; "Methods for Teaching Ethics in Leisure Studies Curricula"; "The Recreational Context of Moral Development for Adolescents"; and "An Ethical Perspective of Recreation and Leisure Services in a Northern Cross-Cultural Environment." The final section, an epilogue, includes "Moral Leisure: The Promise and Wonder"; and "Reflections."   [More]  Descriptors: Academic Discourse, Adolescents, Adults, Athletics

Kridel, Craig, Ed.; And Others (1996). Teachers and Mentors: Profiles of Distinguished Twentieth-Century Professors of Education. This volume contains 22 original essays describing important professors of education and focusing on how their teaching and mentoring inspired and influenced the essays' authors. Following a foreword by Ernest L. Boyer that reflects on the role of teaching in scholarship and the continuity of knowledge, the essays are grouped in four parts under six general themes: teaching expectations; professing and social responsibility; modeling the passion to understand; extending an invitation; mutuality, dignity and generosity of spirit; and civility. The essays are: (1) "Charles Hubbard Judd: As I Came To Know Him" (Ralph W. Tyler); (2) "Lessons Learned from Ralph W. Tyler" (David R. Krathwohl); (3) "Benjamin Bloom, Values and the Professoriate" (Lorin W. Anderson); (4) "Hilda Taba: The Congruity of Professing and Doing" (Elizabeth Hall Brady); (5) "Boyd H. Bode: The Professor and Social Responsibility" (Kenneth Winetrout); (6) "H. Gordon Hullfish: Teaching From the Fire Inside" (Arthur Wirth); (7) "Apprentice to Thorndike" (Robert M. W. Travers); (8) "From the Classrooms of Stanford to the Alleys of Amsterdam: Elliot Eisner as Pedagogue" (Thomas E. Barone); (9) "Doing Philosophy: Maxine Green and the Pedagogy of Possibility" (William Ayers); (10) "In Class with Philip W. Jackson" (David T. Hansen); (11) "Laura Zirbes: A Teacher of Teachers" (Paul R. Klohr); (12) "Harold Alberty, Teacher and Guide" (Victor B. Lawhead); (13) "Florence B. Stratemeyer: Teacher Educator for a Free People" (Martin Haberman); (14) "Alice Miel: Exemplar of Democracy Made Real" (Louise Berman); (15) "The Longevity of a Good Mentor: J. Harlan Shores" (William H. Schubert); (16) "Hollis Caswell and the Practice of Education" (Arthur W. Foshay); (17) "Memories of Harold Rugg" (Kenneth D. Benne); (18) "William Heard Kilpatrick: Respecter of Individuals and Ideas" (William Van Til); (19) "William Van Til: The Consistent Progressive" (John A. Beineke); (20) "George S. Counts as a Teacher: A Reminiscence" (Lawrence A. Cremin); (21) "The Dignity and Honor of Virgil Clift" (Francine Silverblank); and (22) "Educating Civility: The Political Pedagogy of James B. Macdonald" (Bradley J. Macdonald). An epilogue is entitled "Professorial Dreams and Mentoring: A Personal View" (Robert V. Bullough). Includes an index and information on the contributors. (Contains over 200 references.) Descriptors: College Faculty, Educational Philosophy, Higher Education, Human Dignity

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