(1986). Building the Social Movement. Papers from an Invitational Seminar (Montreal, Canada, June 4-6, 1986). Thirty leaders from six Canadian social movements were invited to participate in an invitational seminar that was designed to explore strategies for building stronger collaboration among social movements in the Canadian community. This collection contains the following papers from that seminar: "Building the Social Movement: An Introduction," by Anne Ironside; "Building the Social Movement: An Overview," by Ron Farris; "Why Women Must Take Control of Their Own Learning," by Joan Brown-Hicks and Lisa Avedon; "Defogging the Economy," by James Laxer; "Learning and Culture," by John Macfarlane; "Recreating a Partnership between the Adult Education and Co-operative Movements," by Ian MacPherson; "Environmental Citizenship," by Bea Olivastri; "Adult Learning and the Peace Movement," by Murray Thomson; "Adult Literacy and the Literacy Movement," by Cathy Wright; "Impressions of the Seminar,"…
(1984). Creating a Global Agenda: Assessments, Solutions, and Action Plans. Designed for educational policymakers and researchers, this volume on global issues is divided into four sections. The four essays in the first section, "Reducing the Nuclear Peril," offer a brief documentary survey and then present practical suggestions and action plans to reduce the nuclear threat. The eight papers in the second section, "Elements of a Peaceful World," cover such topics as population and human needs, economic policies for the future, the role of private agriculture in less developed countries, a case study of Latin America, the U.S. Academy of Peace, and the World Federalist movement. The third section, "Responses to Technological Change," covers a wide variety of issues including capitalism in the Information Age, the future of the humanities, technological change and employment policy, lifestyle changes, and informatics-based mass education. The fourth section, "Early Warning Signals," contains two papers concerning…
THE TEACHER CORPS PROJECT AT NEW YORK UNIVERSITY. THE TEACHER CORPS PROJECT AT NEW YORK UNIVERSITY PREPARES FORMER PEACE CORPS VOLUNTEERS FOR TEACHING IN DISADVANTAGED SCHOOLS. A PROGRAM CANDIDATE MUST HAVE A BACHELOR'S DEGREE IN EITHER MATHEMATICS, SCIENCE, LANGUAGE ARTS OR SOCIAL STUDIES. THE PROGRAM HAS THREE PHASES (1) PRE-SERVICE (INTERNS WORK IN THE MORNING WITH LOCAL AGENCIES IN COMMUNITY ACTIVITIES AND WITH EDUCATIONAL ACTIVITIES SPONSORED BY THE NEW YORK SCHOOL SYSTEM AND COMMUNITY ORGANIZATIONS, AND IN THE AFTERNOONS IN UNIVERSITY AND PUBLIC SCHOOL CLASSROOMS), (2) INSERVICE (INTERNS GRADUALLY ASSUME RESPONSIBILITY IN THEIR ASSIGNED SCHOOL BEFORE FINALLY BECOMING FULLY RESPONSIBLE FOR ACTIVE PARTICIPATION IN COMMUNITY-DIRECTED FUNCTIONS), (3) POST-SERVICE (INTERNS ATTEND A WORKSHOP ON THE SYNTHESIS OF THEORY AND PRACTICE, DURING WHICH THEY DEVELOP PILOT CURRICULA AND RESEARCH PROJECTS). THE INTERNS' COURSE WORK FOCUSES ON (A) THE EDUCATIONAL AND SOCIAL ASPECTS OF POVERTY, (B) THE PSYCHOLOGY AND EDUCATION OF THE SLOW… [PDF]
(2002). Learning from Elsewhere: Portrayal of Holistic Educators in Ecuador and Vietnam. A phenomenological research project examined a holistic school in Ecuador and a creativity methodology program in Vietnam. The educators in these programs have dedicated themselves to implementing a holistic and humanistic vision and philosophy of education in their teaching practice. The study demonstrates how they have successfully created a caring, nurturing, and nourishing learning environment where learning to live and to create, living to transcend, appreciating relationships, and educating for peace are modeled and fostered. In-depth interviews were conducted with eight educators at Colegio Integral in Quito, Ecuador, and with the founder of the Center for Scientific and Technical Creativity (CSTC) at Vietnam National University in Ho Chi Minh City. CSTC teaches creative problem-solving techniques to adults. The themes and patterns that emerged unfolded as an interwoven web of knowing, doing, being, and becoming. That is, the four most important dimensions of holistic… [PDF]
(1983). Facing the Future. Current Issues in Catholic Higher Education, v3 n2 Win. Ways that Catholic colleges and universities are trying to fulfill their role are discussed in articles by six college presidents and a church historian. In \The Catholic Liberal Art College: Has It a Future?\ John Tracy Ellis notes some of the roots to be reaffirmed by Catholic colleges. In \Preparing for the Millennium,\ Theodore M. Hesburgh summarizes choices colleges must make in the next two decades. Bernard J. Coughlin, in \The Importance of Intellectual Work,\ emphasizes the importance of teaching and scholarly work to society. In \Religion: The Tradition and What Is to Come,\ Luke Salm explores the role of religion in Catholic higher education today and models by which a college can consider itself Catholic. Robert H. Conn provides an ecumenical perspective on the role of church-related colleges in the formation of human, and humane, values in \Cloning the Doves of Peace.\ In \Universities and Weapons Research,\ William J. Rewak discusses new choices and challenges facing… [PDF]
(1999). Improving Girls' Education in Guatemala. Impact Evaluation. In Guatemala, many girls attend no school. A project by the United States Agency for International Development (USAID), Basic Education Strengthening (BEST), demonstrated that improving educational quality is the best approach to enhancing girls' participation. BEST included a Girls Education Program (GEP) activity. Under the BEST/GEP umbrella, several new strategies were tried, most notably mobilizing the private sector to action for girls' education and testing targeted interventions to improve the education of indigenous rural girls. Section 1, "Introduction," describes the problem. Section 2, "Background," discusses the war and the peace accords and examines the problem. Section 3, "USAID and Girls' Education in Guatemala," describes project implementation. Section 4, "CDIE Study Methods," describes the impact evaluation conducted by USAID's Center for Development Information and Evaluation (CDIE). Section 5, "BEST/GEP Successes and… [PDF]
(1975). Education for Justice: A Resource Manual. The manual provides background material and resources for use by Christian educators in developing and implementing secondary level through adult programs on justice. Social action and personal involvement are stressed throughout the five sections of the manual. Section I explains how justice and injustice are interpreted throughout the manual and analyzes the content of the remaining four sections. Section II reviews eight readings on world justice, peace, international consciousness, political action, and world affairs. Section III describes 21 learning activities which utilize games, discussion, role play, and chalkboard exercises to teach about stereotypes, social involvement, power, communications, and perceptions. Each activity specifies objectives, materials, procedures, and time required. Section IV includes model educational programs developed by religious educators which are related to the learning activities and exercises in section III. By working through the models, the…
(1970). [Self and Political Order. With Comments.]. This consultant paper for a curriculum development project in the war/peace field is concerned with the concept of self, and the seeming conflict between demands of the individual self and demands of the political order, or the sense of community. Both classical and modern political philosophy are explored in discussing the difficulties of definition. Main interpretations investigated include: 1) the idea of the soul as a substitute for self, historical works of Socrates and Plato; 2) the unique individual, or the autonomous self, derived through Nietzschean philosophy; 3) the notion of the self as role player, a viewpoint of Kariel; and, 4) the inter-connection of self and order, called the social self, or the genuine self as envisioned by Etzioni. Additional factors in understanding the meaning of self are investigated such as, basic human needs, autonomy, freedom, social values, socialization, equality, responsibility, social stability, and a counter culture philosophy. Appended… [PDF]
(1986). Training Adult Educators. Proceedings of a National Conference (2nd, Wodonga, Victoria, Australia, May 25-28, 1985). The AAAE Monograph Series in Adult and Continuing Education Number Two. The following papers are included: "Setting the Scene" (Brian Peace); "Different Training for Different Adult Educators?" (Michael Newman); "The Training of Part-Time Teachers in Adult Education: The UK Experience" (Brian Graham); "Adult Education Tutor Support" (Aileen Kelly); "Six Category Intervention Analysis" (Sue Knights); "Competency Analysis for Human Resource Developers" (Adrian Geering); "Managing Change in Adult Education" (Geoff Scott); "Computer-Based Interactive Video" (Brian Baldie); "Interactive Video" (Brian Baldie); "The Development of Tertiary Qualifications for Human Resource Practitioners" (Adrian Geering); "Personnel Development in the Australian Public Service" (Jane Briggs and David Patton); "Staff Development: The Search for an Appropriate Paradigm" (Leonie Jennings); "Staff Development: The Implications of Theories of Adult…
(1996). Communications Technologies in Open and Distance Learning in Asia: The Experience of the Asian Development Bank. In view of financial constraints, large numbers of students to be educated, and rapid changes in information and communication and information technology, open learning (OL) and distance education (DE) systems are being established at an unprecedented rate in almost all developing countries of the Asian and Pacific region. Modern communications, computer-aided programs, and DE and OL systems should be applied vigorously to four areas: reduction of poverty, especially among rural populations; enlargement of human development in all aspects of physical, intellectual, and spiritual areas; improvement of women's status; and contribution to national peace and elimination of violence and terrorism. DE and OL help improve the quality of information and reduce the information gap. The core strength of DE is that it can globalize the education system by bringing in the best available teachers and experts to any corner of the world to provide the latest information with the help of… [PDF]
(1972). Report to the Governor and the Legislature by the Nevada Indian Affairs Commission for the Period, 1 July 1968 thru 30 June 1972. The administration and activities of the American Indian Affairs Commission for the State of Nevada are covered in this fourth report, which also gives an accounting of funds for which the Commission is responsible. The report discusses problems in the following 5 areas: (1) national Indian policy; (2) jurisdiction of the Indian reservations; (3) public assistance for Nevada Indians; (4) population and income information; and (5) education and the Nevada Indian. Recommendations are made concerning Indian reservations, population and income, and education, including (1) that whatever degree of law and order authority over their reservations the individual tribes agree they can assume should be returned to them; (2) that tribal judges on Indian reservations be made justices of the peace in order that they may hear cases of non-Indians who are arrested for committing crimes on Indian land; (3) that the legislature initiate some controls for checks and balances to insure personal… [PDF]
(1981). Multiculturalism and Change in the Teaching of English. At the turn of the century, schools in the United States incorporated a curriculum that was decidedly aristocratic and anachronistic. Programs were developed to \Americanize\ foreigners, emphasizing conformity to white, middle class, Western European values of patriotism, culture, cleanliness, and social living. Percival Chubb, who for a time was director of the Ethical Culture School in New York, was a pioneer in emphasizing the cultural and civic values, rather than the purely academic, of the English curriculum. Yet English teachers held out for teaching the classics while merely toying with the concept of the social significance of literature. By 1924, there was not only a quest for internationalism, for peace, and for other cultures, but also an awakening of language consciousness. The 1930s highlighted progressivism and \intercultural\ and \interracial education.\ Educators began to stress the influence of literature and communication on the psychosocial development of the… [PDF]
(1983). Science and Social Science in a World Perspective. While notable advances in astronomy, nuclear physics, microbiology, and computer technology seem to contribute to the possibility of human betterment, each of these advances involves hazards, the most ominous being their application to warfare. While considering the wonders and hazards of scientific advance, it is necessary to consider the less frequent, less compelling, and less visible advances made by the social sciences. The social sciences have not had the close relationship to warfare that the natural sciences have. The fault of the social sciences is not so much misapplication as it is nonapplication. It may be that natural science is the science of war, while social science is the science of peace. Unwillingness of decision-makers to apply social science has led to failure to deal effectively with world problems. Within the disciplines of social science and education, the available energy and resources to make practical applications to improve the human lot at home and…
(1970). Preparing Urban High School Teachers. This is a brief personal review of the Rutgers University urban internship program which is operated in conjunction with the New Jersey Urban Education Corps. The purpose of the program is to prepare liberal arts graduates to be secondary school teachers in urban areas. The recruiting of the interns took place mostly at black colleges and universities and among Peace Corpsmen and Vista Volunteers. The 46 interns with whom the program began in June 1970 were almost evenly divided between blacks and whites. Social science majors predominated. During the summer phase the interns worked with community and school groups in the cities in which they would be teaching. This practical work experience was supplemented with seminars on contemporary urban culture and the adolescent subculture therein. The interns in Newark worked with a Catholic Church group in the central ward on a tutorial and recreational program for high school and elementary school students. In the fall 1970 semester the… [PDF]
(1975). New Play. There have been many theories and hypotheses about play, one of which is the equation of play with \transcendence.\ Play may have the ingredients to allow us to transcend and, for a moment, remythologize life. There have been recent authors who have given play the status of theology, indicating that play contains elements also found in religion. This then is new play. For Neale, play is peace; there is the connotation of meaningfulness; it involves delight. Miller, in his book \God and Games,\ views play as a response to the introduction of the sacred into our lives. Jurgen Moltmann calls for transcendence of the win-lose nature of much or our play so that we can just simply be who we are in and through play. For Harvey Cox, festivity is a way that humans keep alive to time by relating past, present, and future; play has a festive element. The transcendent view of play is \new\ play in the sense that western culture seems to have forgotten how to play. Both physical education and… [PDF]