Marshall, Judith (1988). International Literacy Year 1990: Building the Momentum. Report of the Meeting of the International Task Force on Literacy (2nd, West Berlin, Federal Republic of Germany, June 5-10, 1988). This report provides materials from the second meeting of the International Task Force on Literacy (ITFL), which focused on specific goals and targets for nongovernmental organization (NGO) mobilization for 1990, International Literacy Year (ILY). Section 2 discusses issues that emerged as central to work in literacy, including literacy, democracy, and empowerment; images of literacy and the illiterate; technical/pedagogical goals versus political/ideological goals; role of teachers in literacy; illiteracy in industrialized countries; women's experiences of literacy; Unesco's vital role in literacy; how high a priority literacy really is; literacy actions by NGOs; and a research agenda for literacy. Section 3 summarizes these reports to the Task Force: International Council for Adult Education Needs Assessment Survey of Member Associations, a project proposal for a video-based resource package linking the theme of peace to literacy; a proposal to create a special book for ILY… [PDF]

(1970). General Learning Corporation and Teacher Education 1970. A Report to Superintendents. This booklet briefly describes ten recent General Learning Corporation (GLC) projects designated as a cross-section which reflects concern with and work toward better teacher instructional development. Addresses for further information are included with each sketch: 1) teachers' guides and consultant aid for use with GLC textbooks; 2) elementary mathmetics films–12 for teacher training and 30 for use in grades 4-7; 3) a laboratory-centered, self-pacing curriculum program for junior high science; 4) training of 39 Peace Corps volunteers as English, mathematics, and vocational education teachers in Ethopia; 5) training of 200 area residents as community reading assistants to help motivate children by providing personalized reading experience both in the school setting and at home; 6) development of the "Teacher Effectiveness Program" to train Job Corps teachers; 7) publication of "The New Nursery School," a book with six accompanying pamphlets for planning and… [PDF]

(1992). Nairobi Forward-looking Strategies for the Advancement of Women: Issues and the Canadian Situation. Fact Sheets–1992 Update. The 1992 edition of the fact sheets provides information on new and revised Canadian government programs and policies about the implementation of the Nairobi Forward-looking Strategies for the Advancement of Women program that were adopted at the United Nations World Conference on Women in Kenya in 1985. This edition continues to address the ongoing issues of concern to women such as violence against women, AIDS, women and the law, the special needs of aboriginal women, and visible minority women. The subject areas of the fact sheets include: (1) institutional and political structures; (2) legal issues; (3) work and family responsibilities; (4) employment; (5) economic policies and planning; (6) human environments; (7) health; (8) education, statistics, and research; (9) gender discrimination; (10) women with special needs; (11) peace; and (12) international and regional cooperation. Each of the fact sheets has the name of the issue, along with relevant paragraphs from the Nairobi… [PDF]

Bainbridge, Joyce; Ellis, Monica; Pantaleo, Sylvia (1998). Canadian Multicultural Picture Books. Educators have a particular interest in multicultural education and the use of literature as an avenue for the exploration and celebration of diversity within Canada. There is a need to understand the interdependence of all people in a global culture and an urgent need for peace and understanding. Five works of children's literature "Very Last First Time" by J. Andrews, "Ghost Train" by P. Yee, "How Smudge Came" by N. Gregory, "Red Parka Mary" by P. Eyvindson, and "The Moccasin Goalie" by W. Brownridge) depict a wide range of minorities and issues of discrimination–age, gender, physical and mental disability, and ethnicity. Research has shown that storybook reading accompanied by discussion can significantly improve a child's acceptance of difference. With this in mind, it is up to individual teachers to select multicultural books for their classes, and allow time to discuss the issues that arise from them. The early years in… [PDF]

Adams, William C.; And Others (1984). Before and After "The Day After": A Nationwide Survey of a Movie's Impact. A study assessed the effect of the telelvision drama "The Day After" on attitudes toward (1) defense spending, (2) a nuclear freeze, (3) nuclear disarmament, (4) the likelihood of war, (5) the severity of such a war, (6) personal political efficacy on the issue of war and peace, and (7) the likelihood of nuclear war under the presidency of Ronald Reagan or Walter Mondale. Nationwide telephone interviews were conducted on the evening of the broadcast–510 prior to and 418 following the broadcast. The survey results indicated that the program did not alter the percentage of viewers who supported or opposed a mutual nuclear freeze, nor did it change the proportion opposed to unilateral disarmament. There was no indication of any alteration in attitudes about the severity or likelihood of nuclear war. When controlled for age, education, sex, and political party affiliation, the data still revealed no marked attitudinal shifts. There was, however, a statistically significant…

(1980). The United Nations and Energy Management. Conference on the United Nations of the Next Decade (15th, Woodstock, Vermont, June 15-20, 1980). The conference described in this report convened to provide a forum for exchanging ideas and opinions on the role of the United Nations in global energy management. The conference was one in a series of international meetings (14 have been held to date) to consider how to increase the effectiveness of the United Nations during the 1980s. The objective of the report was to stimulate study, research, and education with respect to the role of the United Nations in achieving international peace and prosperity. Participants included diplomats, scholars, and energy experts from 17 nations. Conference deliberations focused on petroleum resources, price, and supply; electrical power generation; new and renewable sources of energy; conservation; national energy planning; and the role of the United Nations with regard to energy management. While there were differences in how participants viewed the nature and seriousness of the energy situation, there was broad consensus on many issues… [PDF]

Wien, Barbara J., Ed. (1984). Peace and World Order Studies: A Curriculum Guide. Fourth Edition. The fourth edition of this curriculum guide will help college, university, and secondary school educators design and update courses, familiarize themselves with new literature and resources, and plan and justify new academic programs in the study of global problems. While syllabus categories remain the same as in previous editions, several new syllabi sections have been added. Over 100 course syllabi and outlines drawn from a wide variety of disciplines, including political science, literature, anthropology, sociology, international law, engineering, physics, and the natural sciences are provided. Following a foreword and introductory essay in Part I, course syllabi in Part II are presented, arranged in the following sections: an overview of world problems; peacemaking and nonviolence; women and world order; world order education: teacher training; hunger and the politics of food distribution; ecological balance; international law and organization; human rights and social justice;…

(1982). Campus as Context. Current Issues in Catholic Higher Education, v2 n2 Win. Issues in Catholic higher education are considered in several articles. In "Catholic Students and Catholic Higher Education," Rita A. Scherrei summarizes research findings regarding the characteristics of incoming Catholic college students and how they compare with Jews and Traditional Protestants. Among the results are that Catholic colleges are still attracting Catholic students with strong Catholic identification; the Catholics come from a larger family; their parents are not quite as well educated as many others and the family income is a little lower; and Catholic students' preparation in academic subjects is likely to be better than average, although their aptitude scores are not quite as high as that of other groups. Reports from Minnesota and Indiana task forces of the Association of Catholic Colleges and Universities are presented on ways that the Catholic identity of a college is reflected in its campus environment. Student behavior, including sexual behavior and… [PDF]

(2000). The State of the World's Children, 2000. Profiling the lives of children around the world at the end of the 20th century, this report calls on the international community to undertake the urgent actions necessary to realize the rights of every child. Part 1 of the report summarizes the progress made over the last decade in meeting the goals established at the 1990 World Summit for Children and in keeping faith with the ideals of the Convention on the Rights of the Child. This section also discusses four obstacles to full human development: HIV/AIDS, armed conflict and violence, increasing poverty, and gender discrimination. The section argues that intergenerational patterns of poverty, violence, disease, and discrimination can be broken in a single generation through early childhood care, quality education, and participation of adolescents in ensuring children's rights. The section invites leaders to a broad-based international alliance committed to realizing the rights of women and children. Part 2 of the report contains…

Buchert, Lene (2004). Kerstin Hesselgren (1872-1964). Prospects: Quarterly Review of Comparative Education, v34 n1 p127-136 Mar. Biographical research and life stories have contributed to highlighting individual women's lives. While it is always difficult to measure their impact on societal development and to isolate the contribution of their education to this effect, this may more easily be done when women are in the forefront of developments, acting as pioneers for new ideas and movements at times when society is at a turning point. This, in fact, seems to have been the case of Kerstin Hesselgren (1872-1964), nicknamed "Kerstin den Forsta" (Kerstin the First) because she was among the first in Sweden to benefit from new educational opportunities for girls, the first woman to assume certain professional jobs, a leader in social movements and women's organizations, the first female Swedish parliamentarian, and the first woman to join Swedish international delegations to the International Labour Organization (ILO) and the League of Nations. Hesselgren is of particular interest in showing not only how… [Direct]

Barwend√© M√©dard San√© (2023). Application of the Epistemologies of the South to Address the Ecological Crisis: A Narrative Case Study of Burkina Faso and the Leader Yacouba Sawadogo. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. The purpose of the study is the country of Burkina Faso and the pedagogical aspects of Yacouba Sawadogo's leadership and commitment to ecology, using epistemologies of the South to address climate change in Africa. Knowing that Sawadogo's achievement happened within a contextualized community whose members impacted him, this study explores the different aspects, the cultural belief systems, and the foundations of his achievement. The study uses a qualitative narrative case study methodology. First, I found that to the Sahel hero, the ecological crisis comes from the human crisis, which means the distance humans created between their authentic identity and the current state of being human. If the planet's inhabitants recalibrate their consumerist and exploitative mentality and relate to the earth as a mother, they could regrow and become better. In so acting, they could find solutions to addressing the ecological crisis. Second, Sawadogo's hope and determination are grounded in his… [Direct]

Bay, Lois Marie Zinke (1985). Astute Activities: Increasing Cognitive and Creative Development in the Language Arts Classroom. Using Mark Twain's "Huckleberry Finn," John Knowles'"A Separate Peace," and Maya Angelou's "I Know Why the Caged Bird Sings," a study examined the effects of Astute Activities–teaching techniques which increase students' cognitive ability and creativity–on student performance in two senior English classes in a small rural high school. Subjects, nine students from the 1984 senior class and five students from the 1985 senior class, participated in the activities as part of their English class assignments. Activities included mind mapping, brainstorming, creative writing exercises using characters from the novels, and discussions of various issues from the characters' perspectives. Cognitive ability was measured using the Language Arts Test of Cognitive Functioning (LATCF), and writing ability was evaluated with a writing pre- and posttest. Results indicated that Astute Activities stimulated most students' thinking, increased their awareness of issues,…

Shugert, Diane P., Ed.; And Others (1983). Rationales for Commonly \Challenged\ Taught Books. Connecticut English Journal, v15 n1 Fall. Intended for teachers, this focused journal issue contains separate rationales for teaching books that have been challenged as appropriate instructional materials. Following a discussion of the purpose for rationales and suggestions for using them, the journal presents rationales for teaching the following books: \To Kill a Mockingbird,\\The Diary of a Young Girl,\\The Grapes of Wrath,\\Catcher in the Rye,\\The Good Earth,\\Slaughterhouse-Five,\\Huckleberry Finn,\\Nineteen Eighty-four,\\Lord of the Flies,\\The Scarlet Letter,\\A Day in the Life of Ivan Denisovich,\\Ethan Frome,\\Brave New World,\\A Separate Peace,\\Of Mice and Men,\\Animal Farm,\\A Farewell to Arms,\\The Learning Tree,\\Ordinary People,\\Flowers for Algernon,\\The Chocolate War,\\Go Ask Alice,\\The Pigman,\\The Outsiders,\ and \A Day No Pigs Would Die.\ In addition, the journal contains articles about using best sellers in the classroom, defending adolescent literature, selecting textbooks for classroom instruction,…

Reardon, Betty (1979). The Child and World Order: Reflections on International Year of the Child. The Whole Earth Papers, No. 11. Reflection upon childrens' rights and needs and upon society's values with regard to children has been stimulated by the United Nation's designation of 1979 as the International Year of the Child (IYC). Conflicting images related to children and childhood have emerged as a result of this increased concern with young people. These include that children are innocent victims of environmental and political policies, cherished possessions of their families, the hope of the future, and dependents who are incapable of coping on their own. In IYC-related activities, the United Nations has called attention to suffering of children from ill health and economic disadvantagement, the need for effective child advocates, the dearth of resources available for children's needs, and the lack of research on the survival and well-being of children. A world-order approach to childrens' needs would focus on assessment of the present situation, diagnosis, projection of a preferred situation (in which…

Handfield, Victoria; Zimmerman, Jeff (1976). Techniques of Learning: Self-Modification of Academic Behavior–Trainer's Manual. The concept and training procedures of a university-based, student-operated program designed to help other students in the area of academic effectiveness is described in this training manual. The manual offers the guidelines for training peer counselors in the techniques of individual academic counseling, group leadership skills in a co-leadership format, and academic effectiveness. The manual contains an outline and detailed procedures for an initial 30-hour intensive-training workshop, as well as modules for continuing, ongoing, in-service training. Topics covered are behavioral self-control, assertiveness training, anxiety management, counseling techniques, and group co-leadership skills. The manual is presented in a straightforward, simple format designed to ease training design and translation of this model into a variety of settings. The purpose, procedures, behavioral consequences, and trainer notes of each training module are included. The training offers an experience of…

Riechmann, Sheryl; And Others (1976). Collective Bargaining: The Faculty Viewpoint; and What Collective Bargaining Means to University Administrators. IRTHE Volume 6, Number 1. What causes faculty to vote for collective bargaining? Undoubtedly, there is no single answer. A common factor reported by many institutions is some faculty dissatisfaction with compensation, course loads, governance systems, and job security. Another answer, proposed by Ladd and Lipset, is that the rapid growth of collective bargaining in higher education in the past few years "should be seen as the extension to the level of university governance and faculty life of the powerful trends toward equalization and away from elitism . . . since the mid-sixties." But two more factors are important: the existence of state and federal laws establishing the right of faculty to call for collective negotiation, and the presence of at least one organization on campus to marshall the faculty in support of this action. The decision for a university to embark on collective bargaining is irreversible. It increases the likelihood that extra-university agencies will affect university…

(1972). OIO [Oklahomans for Indian Opportunity, Inc.] Indian Youth Council Manual. The Oklahomans for Indian Opportunity (OIO) Youth Council Manual is divided into 5 parts. The first gives some basic information about the OIO Youth Councils, covering what a Youth Council is, who can join, the organization of the Councils, who runs them and how they work, the sponsor's role, recognition by local schools, initiating new Councils, and OIO Youth Educational Opportunity Programs. The second section gives historic highlights of Oklahoma Indian Tribes and discussion materials (no attempt was made to make this comprehensive). The land, removal and movement of Tribes into the State, broken treaties, the struggle to worship, and Tecumseh – the story of a leader, are discussed. Part 3 presents 15 discussion texts, which begin with statements from noted Indian leaders (ranging from Pontiac, Geronimo, and Wovoka to Kicking Bird and Vine Deloria, Jr.) followed by questions for further research. These cover education, white paternalism, heritage, the right to be different, war… [PDF]

Cunliffe, Leslie (2001). After Late- and Postmodernism: A Wittgensteinian Reconstructive and Transformative Aesthetics, Art Practice, and Art Education. Journal of Aesthetic Education, v35 n3 p1-13 Fall. Ludwig Wittgenstein's thought embraces two complementary projects: what he called his therapeutic work which was aimed at treating philosophical questions as though they were an illness, and his reconstructive work which emerges from this therapeutic endeavor. Wittgenstein describes his therapeutic work as an exercise that involves destroying \everything interesting, that is, all that is great and important….As it were all the buildings, leaving behind only bits of stone and rubble.\ Yet the therapeutic or deconstructive aspect of his philosophy was only a stepping stone toward realizing the more important reconstructive aim of giving \philosophy peace,\ so that human beings could come into a better understanding of themselves and their wider surroundings. Although these two complementary features of Wittgenstein's thought should never be separated, the reconstructive part of his work is often neglected or rarely seen in correct relationship to his therapeutic emphasis. For the… [Direct]

Sugata Sumida (2024). Exploring SDG 4.7's Monitoring Framework: ESD and GCED in the Case of Japan. Globalisation, Societies and Education, v22 n5 p773-789. Indicator 4.7.1 of the Sustainable Development Goals (SDGs) measures the extent to which Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) are incorporated into educational documents. An appropriate framework is crucial to accurately monitor the level of incorporation, but a framework that can confirm validity is not yet present. This case study uses Japan to explore a valid analytical framework that can measure the level of ESD and GCED incorporation. By proposing our framework and testing its validity, we developed an analytical framework which consists of eight topics organised with three themes…. [Direct]

Bane, Liam, Ed.; Shaw, Mae, Ed.; Thompson, Jane, Ed. (2000). Reclaiming Common Purpose. Special Millennium Issue, Summer 2000. This document contains 11 papers about the potential for progressive educational practice in the United Kingdom and elsewhere. "Editorial" (Mae Shaw, Jane Thompson, Liam Bane) discusses the tradition of common purpose in education and the need to tackle social exclusion, educate for active citizenship, and promote lifelong learning and adult and community education. "Returning to the Northern City" (Jane Thompson) discusses current social, economic, and political conditions in the working class neighborhood where she grew up in Northern England. "Contesting Citizenship" (Ian Martin) explores competing traditions of citizenship, learning democracy, linking the local and the global, and stretching the policy discourse. "Making Connections" (Ursula Coleman) considers the nature and purpose of adult education in the Irish context during the first decade of the 21st century. "Learning for Active Citizenship" (Jane Pillinger) explains how…

Sj√∏en, Martin M. (2023). Taking the "Terror" out of "Terrorism": The Promise and Potential of Fear-Reducing Education. Journal of Social Science Education, v22 n1. Purpose: The purpose of this study is to explore how education can help students develop democratic resilience as a bulwark against terrorinduced fear, securitization, and possibly even extremism itself. Approach: This article presents findings from a qualitative study exploring security governance in Norwegian secondary schools. The empirical corpus draws on 16 semi-structured interviews with educators to explore their perspectives on security governance in schools. Findings: The securitization of education risks normalizing fear culture in schools. Trust can likely be used to prevent or reduce the emergence of such fear. This study explores educational narratives by analyzing how a combination of cognitive trust and emotional trust may help students to build democratic resilience against terror-induced fear. In this context, helping students develop more sophisticated understandings of the social world and ensuring trustful relationships is a promising peacebuilding and potentially… [PDF]

Deupree, John, Ed.; Lenn, Marjorie Peace, Ed. (1997). Ambassadors of U.S. Higher Education: Quality Credit-Bearing Programs Abroad. This collection of essays presents a set of standards to be considered for use in the delivery of U.S. credit-abroad programs and is designed to serve as a primer for institutions considering the development of such standards. The essays include: (1) "Introduction: A Growing Trend in Educational Delivery" (John Deupree), which discusses the growth of foreign programs offered by American-based colleges and universities; (2) "Higher Education and the Global Market: The Quality Imperative" (Marjorie Peace Lenn), which examines the global context of such programs and the development of quality standards; (3) "Institutional Accreditation and the International Offering of Credit-Bearing Courses and Degree Programs" (Steven D. Crow), which reviews the role of accrediting agencies in monitoring foreign campuses and programs of American institutions; (4) "International Considerations in Program Accreditation" (John Maudlin-Jeronimo), which examines…

Zukas, Miriam, Ed. (1988). Transatlantic Dialogue: A Research Exchange; Papers from a Joint Conference (Leeds, England, July 11-13, 1988). Over 90 papers focus on adult education research. Selected titles include \Karl Marx's Theoretical Contributions to Radical Adult Education\ (Allman, Wallis); \Educating Educators\ (Armstrong); \Comparative Study of Philosophical Foundations of Adult Education in China and United States\ (Bao); \Ethical Value Dilemmas of Professional Adult Educators in Cooperative Extension Service\ (Barber); \Typology of ABE Learner as Derived through Quantitative Induction\ (Beder); \Analysis and Critique of Concept of Self in Self-Directed Learning\ (Boucouvalas); \Politics of Professionalism\ (Cervero); \Relational Aspects of Education of Older Adults\ (Chene); \Teacher Actions That Influence Native American Learners\ (Conti, Fellenz); \Comparison of Deterrents to Adult Education Participation in Britain and U.S.\ (Darkenwald); \Adult Education and Needs of Unemployed in Britain\ (Edwards); \New Perspectives in Adult Basic Education\ (Farr, Moon); \Etiology of Stress upon Adult Learner of… [PDF]

Tatsch, Julia (2022). Montessori in Ukraine: What Happens to a Montessori Vision When It Is Arrested by War?. Montessori Life: A Publication of the American Montessori Society, v34 n3 p38-45 Fall. This article describes the history of Ukraine's Montessori Movement and how the Russian invasion has put it in jeopardy. After Ukraine gained its independence in 1991, the Princeton Montessori School and Princeton Center for Teacher Education partnered with Ukrainian educators to set up the model Kyiv Montessori School–the first Montessori school in the country. The success of the model school and the teacher training center, which, by 1997, was formally established and staffed by AMS-credentialed Ukrainian Montessori teachers, led to a positive ripple effect in education over the course of the next 30 years. At the beginning of 2022, there were Montessori schools throughout Ukraine, as well as in many neighboring countries, including Belarus, Russia, and China. However, at the moment that the center was poised for accreditation through AMS, war ripped through the country, violently shattering the positive trajectory that so many children and adults had built and enjoyed for nearly… [Direct]

(1990). Directory of Unesco Information Services: Library, Archives, and Documentation Centres = Repertoire des Services d'information de l'Unesco: bibliotheque, archives et centres de documentation. Although primarily a directory of Unesco documentation centers and information units, this guide also provides information on the Main Library and the Unesco Archives. The listing for each of the nine centers includes information on any subdivisions of the center: (1) Bureau for Co-ordination of Operational Activities (BAO); (2) Culture and Communication Sector (CC–includes documentation and copyright centers); (3) Education Sector (ED–includes the International Bureau of Education, the documentation and computerized management service, and the International Institute of Educational Planning); (4) Non Governmental Organizations (NGO–includes the International Association of Universities/Unesco Information Center on Higher Education and the Unesco International Council of Museum-Documentation Center); (5) Office of Public Information (OPI–includes the Office of Public Information Documentation Center; Film and Video Archives; Division for Audio-visual Information-Photo,…

May, William W., Ed. (1990). Ethics and Higher Education. American Council on Education/Macmillan Series on Higher Education. The purpose of this book is to provide a basic resource that defines the ethical issues in higher education and to offer a starting point for means of resolution or policy development in regard to them. Part 1 establishes an interpretive framework for the book in the following papers: "Institutional Culture and Ethics" (David Smith and Charles Reynolds); "Academic Principles of Responsibility" (Charles Reynolds and David Smith); "Through Thick and Thin: Two Ways of Talking about the Academy and Moral Responsibility" (James Laney). Part 2, focusing on activities and functions common to most institutions, contains "Academic Planning: Values and Decision Making" (Richard Morrill); "Admission Recruiting and Selection: Some Ethical Concerns" (Alice Cox); "Ethical Issues in Intercollegiate Athletics" (Lonnie Kliever); "Institutional Advancement: Survival with Integrity" (Harlan Stelmach and Mark Holman); "Ethical…

Weah, Wokie (2004). Challenge and Opportunity: Educating Liberia's War Affected Children in Primary Grades. International Journal on School Disaffection, v2 n2 p44-48. Liberia's emergence from 15 years of tremendous upheaval has left it with an unsettled domestic security situation, a disrupted formal economy and a virtually destroyed national infrastructure. Faced with a burgeoning school-age population and the growing demand for education, Liberia's new National Transitional Government–composed of rebel, government and civil society groups–will have to make tough choices about how to go about rebuilding the social and economic structure of this war-torn nation. Given Liberia's history of violence, misgovernment and inequity, most Liberians agree that next to security, reforming the education and health sectors should be top national priorities. At first glance, the challenges facing the education sector appear to overshadow the opportunities it has to educate children. But while Liberia is challenged by huge gaps in access, completion and learning attainment, there is plenty of room for optimism. A rare opportunity exists to learn from the… [Direct]

Hamadache, Ali (1990). Literacy, Human Rights and Peace. Literacy Lessons. International Literacy Year, 1990, is intended to alert readers to the persistence of illiteracy. The challenge of illiteracy can only be met by concerted action on the part of all those concerned, acting together to conquer ignorance, eliminate poverty, promote peace, and assert the solidarity and interdependence of nations and peoples. As early as 1946, the United Nations Educational, Scientific, and Cultural Organization began promotion of basic education. From 1960 to 1985, the rate of illiteracy among adults was reduced from 39.3 percent to 27.7 percent worldwide. This reduction was primarily due to the expanded enrollment of children in school rather than to any progress in the struggle against adult illiteracy. The absolute number of illiterate adults is steadily increasing, with the figures having risen from 740 million in 1970 to 889 million in 1985. Progress in schooling is offset by the effects of population growth. The average illiteracy rate conceals disparities between…

Alexander, Hanan; Davis, Benji (2023). Israel Education: A Philosophical Analysis. Journal of Jewish Education, v89 n1 p6-33. This paper offers a philosophical analysis of Israel education as reflected in the Jewish education research literature. Six distinct conceptions are identified that all share an educational objective to engender personal and collective Jewish commitment with Israel as an integral value. This conceptual mapping revealed the need for writers on Israel education to clarify what they mean by the idea of Israel's "complexity" and to address the philosophical difficulty with the reliance of much Jewish religious identity outside of Israel on comprehensive liberalism. This paper addresses this philosophical challenge by outlining an alternative paradigm of Israel education called mature Zionism…. [Direct]

Donoso, Patricio; Gajardo, Marcela (1989). World Perspective Case Descriptions on Educational Programs for Adults: Chile. This document contains two case studies of adult education programs in Chile. Both case studies begin with a "face sheet" on which is recorded basic information about the program and the description. The first case study, prepared by Patricio Donoso, reports on Centro El Canelo de Nos, an inservice center for educators who work with Chile's most underprivileged social groups. The center's programs (Peasant Agriculture, Popular Technology, Peasant Woman, Program for Peace and Human Rights, Training and Legal Support to Peasant Organizations, Research and Systematization, Training, Communications, and the Administration Program) are each described in one page or less. The network of similar centers with which the center cooperates is next described, and a detailed description of the Program of Systematization concludes the case study. The second case study, in the form of a 1983 article by Marcela Gajardo published in the periodical "Prospects," describes an…