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  • MPI Ethno. Forsch.  (5)
  • BSZ
  • 1970-1974  (5)
  • Dordrecht : Springer  (5)
  • Education and state.  (5)
Datasource
  • MPI Ethno. Forsch.  (5)
  • BSZ
Material
Language
Years
Year
Publisher
  • 1
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401020695
    Language: English
    Pages: Online-Ressource (258p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000 Published under the Auspices of the European Culture Foundation, Project 1 Educating Man for the 21st Century 7
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state. ; Education, Higher. ; Education—Philosophy.
    Abstract: I Structural and Educational Developments in the Primary School -- 1. Aims of Education -- 2. Innovations in the Structures of Primary Education -- 3. Progress in Educational Psychology -- 4. Personality, Family and Social Factors of Achievement -- II The Curriculum in the Primary School -- 5. Mathematics -- 6. Social Studies -- 7. Artistic and Creative Activity -- Biographical Notes.
    Abstract: PURPOSE OF THE STUDY Primary education in Europe, as in the United States and other conti­ nents, is passing through a period of profound change, affecting some of the fundamental educational aims at primary school level and teaching structure, content and methods. The purpose of this study is to sketch a broad picture of the Euro­ pean educational scene which may be brought about by the impact of innovation in industrialised countries. We are only too aware of the difficulties inherent in our task. Even when projections and forecasts are firmly rooted in an analysis of existing data, they are liable to be contradicted by the facts. We shall attempt to allow for those alternative situations which may provide the context for the organisation and functioning of primary education. We make no claim to portray the European primary school at the end of the twentieth or at the beginning of the twenty-first century. We shall do no more than analyse existing achievements and experiments based on research in the associated fields of education, psychology and sociology and from this analysis extrapolate a series of forecasts based on objective factors of a social and intellectual nature, offering realistic hypotheses for the future. Our aim is to provide sound guidelines for those who are to build a better future for our children.
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  • 2
    ISBN: 9789401024860
    Language: English
    Pages: Online-Ressource (189p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Educating Man for the 21st Century 4
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 4
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state.
    Abstract: Preface -- 1. Introduction: Scope and limits of the prospective inquiry -- 2. Historical background: Questions of terminology, socio-economic factors and ideological issues -- 3. The present situation and current changes -- 4. Medium- and long-term trends -- 5. Guidance and career choice -- 6. Polyvalency and permanent education -- 7. Technical and vocational training for women -- 8. University, post-secondary education and recurrent education -- 9. Division of labour: old and new models -- 10. Conclusions -- Appendix A: Tables and comments on replies to questionnaire -- Appendix B: Gino Martinoli: Thoughts on the training of tomorrow’s manpower -- Appendix C: Questionnaire -- Biographical notes.
    Abstract: The Steering Committee for the Plan Europe 2000, Project 1: Education, invited the working group to analyse the problems of technical and vocational education projected over the next 30 years, both at se­ condary school and at university level. This report summarises the findings of approximately two years' research and discussion by the group, coordinated by the undersigned. It is in fact a combined report, although one chapter - the eighth­ is devoted specifically to university problems. This we consider to be amply justified by the nature of the subjects discussed: it is difficult to make a clear-cut distinction between solutions on the secondary level and solutions on the post-secondary level, especially when they are projected into the future. The group organised its work as follows: it consulted the literature to the extent possible and sought replies to a comprehensive analytical questionnaire from a wide sample of experts in different countries (the composition of the sample is described in the opening section of Appendix A); it arranged many meetings with qualified persons for discussions, as well as visits by individuals or small groups to training institutions in several European countries to meet experts in this field and it took part in national and international congresses and conferen­ ces on technical and/or vocational training and associated problems.
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  • 3
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401024266
    Language: English
    Pages: Online-Ressource (164p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000 Project 1 Educating Man for the 21st Century 3
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state. ; Demography. ; Population.
    Abstract: I Introduction -- II Educational Ideas in the Past -- III The Socialist Countries (1945–1970) -- VI Western Europe from 1945 to 1970 -- A. The Growth of School and University Populations -- B. Conscqucnccs of Expansion -- C. Continuing Social Inequality -- D. Educational Reforms and Suggested Reforms -- V Basic Data Concerning the Year 2000 -- VI Prospects for the Socialist Countries up to the Year 2000 -- VII Prospects for Western Europe up to 2000 -- VIII Natural Inequality of Children at Birth -- IX Conclusion -- Biographical Notes.
    Abstract: It is difficult for us today to imagine that equal educational opportunity, with which we are so deeply preoccupied, was at one time considered to be if not an evil at least a futile objective, and that those who held such an opinion were completely insincere and even disinterested. For a vertically stratified society equality of education had to be opposed be­ cause it would disturb an equilibrium as vital as that of a building. In the Middle Ages only the Church was able to look for new members at the bottom of the social ladder, since ecclesiastical office was not inherited by birth. But efforts in this direction were necessarily very limited, even if only because of the material obstacles to such an aim. Equality of education, as well as any other type of equality could not even be imagined by the aristocracy whose very existence would have been threatened. Its initial indifference was followed by active opposition. When it became possible to formulate the question of the diffusion of education, in the 17th and 18th centuries, the principle itself met with a fundamental objection. The ruling class, idle by its very nature, feared that the workers and especially those on the land would abandon their productive labours, now felt to be degrading, and swell the ranks of the parasites in the cities.
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  • 4
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401023757
    Language: English
    Pages: Online-Ressource (XVIII, 270 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century, Published under the Auspices of the European Cultural Foundation 1
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state.
    Abstract: Possible Futures of European Education -- 1. On General Problems of Social Forecasts -- 2. Forecasts of Educational Expenditures in Fourteen European Countries and the United States -- 3. A Systems Prognostication of the European Social System -- 4. On a Theory of Education -- 5. Trends in the System’s Development -- 6. Summary -- How Should the Future be Studied? -- Social and Cultural Futures in Western Europe a Framework for Analysis -- 1. Social Change or Continuity — Problems in Social and Cultural Futures -- 2. A sociological framework for Hypothetical Futures -- 3. The dynamics of social Change and Discontinuity -- 4. Emerging European Futures — The Basic Qualitative Dilemma -- Biographical Notes.
    Abstract: In "Plan Europe 2000," launched by the European Cultural Foundation, the first project is devoted to education. This project sets out to isolate the principal features, and to sketch the "image" of the educational system in the year 2000. It is not a matter of "forecasting," for that would imply that the modes of educating people in the next thirty years are predeter­ mined and subject to the operation of factors that must be respected like the laws of an inevitable evolution. We should be trying to unveil what is to come. Nor is the enterprise a project based on the options considered to be most desirable, which would imply that man has an entirely free will and is capable of dominating anything that might oppose that will. We should then be trying to "dictate" what we want to exist in the year 2000. It would be the act of a demiurge. The project is in fact a long-term prospective effort, which must take into consideration· - major constraints and unyielding tendencies, scarcely susceptible of significant change; - data and factors that can be more or less freely manipulated but not ignored or eradicated; - priorities dictated by the limitations of time and means; - the authors' freedom of action, subject to the above limitations, and in any event to the following one: they must not conflict with European aspirations, even the latent ones; they must not outrage mental atti­ tudes that can only be modified by persuasion.
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  • 5
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401575928
    Language: English
    Pages: Online-Ressource (XII, 324 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 5
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education Philosophy ; Education, Higher ; Education and state. ; Education—Philosophy.
    Abstract: I The Organisation and State of Development of General Primary and Secondary Education -- II The Organisation and State of Development of Secondary Vocational and Technical Education and Higher Education -- III The Final Resources Allocated to Education -- General Conclusion -- Tables.
    Abstract: In 1965 Mr. Raymond Poignant published a comparative study, entitled "Education in the Common Market Countries", of the organi­ sation and state of development of education in the six countries of the Community and in three industrialised countries: the United States, the United Kingdom and the USSR. Mr. Poignant, at present Director of the International Institute for Educational Planning (UNESCO), compiled the material for this study when he was Chairman of a committee set up by the EEC Institute for University Studies. Since then it has become a reference work for all those who wish to under­ stand the similarities and the diversity of our educational systems; it has been translated into German and English. In the preface to the first edition we expressed the wish that this work of comparative analysis should be pursued and kept up-to-date. This wish is fulfilled in the work we are now introducing, and which was undertaken by Mr. Poignant pursuant to an agreement between the European Cultural Foundation and the International Institute for Educational Planning. It should be emphasised that this is not simply a revised edition of the previous work. The scope of the book has been enlarged, and Japan and Sweden are now included in the list of countries examined; more­ over the perspective is different.
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