Schwartz Permanent Education

1974
ISBN: 978-94-010-2075-6
Verlag: Springer Netherland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 8, 269 Seiten, eBook

Reihe: Plan Europe 2000, Project 1: Educating Man for the 21st Century

Zielgruppe

Research

Autoren/Hrsg.

Schwartz, B.

Inhaltsverzeichnis

I. System of Values Underlying This Project.- What Type of Society?.- For What Kind of Man?.- II. Main Trends and Margins of Choice.- Central Hypotheses.- Concentration of Means of Production.- Concentration of Decision-Making.- Increasing Division of Labour.- Increasing Leisure Time.- Increasing Consumption of Goods and Services.- Proliferation of Information.- Increasing Demand for Education.- A Plan for Education is Always a Political Plan.- III. The Political and the Educational.- Education: Product and Motive Force.- Under What Circumstances Can Social Conditions be a Cultural Factor?.- To What Extent Can the Educational System Correct Cultural Inequalities?.- The Proposal We are Backing: Permanent Education.- IV. Guiding Principles of Our Plan.- Continuity in Space and Time — Structural Incidences.- Developing and Using Human Faculties to the Full — Definition of This Principle — Structural incidences.- V. General Structures.- Pre-School Education.- The Basic School.- Post-School Education.- VI. General Education and Specialization.- What is General Education?.- Curricula Only Have Meaning When Related to Objectives.- Definition of General Education — Our Aims.- General Education and Common Curriculum.- General Education and Special Options.- VII. Assisted Independent Learning, Auto-Assessment and Autonomy.- Introductory remarks.- How Modern Technology is Likely to Affect the Fundamentals of Teaching Methods.- Methods of Self-Education.- Self-Assessment.- Assisting Independent Learners.- By Way of Conclusion: Pluralism.- VIII. Creativity and Socialization.- Education for Personal Development.- Development of Creativity.- Development of Man as a Social Being.- IX. The Educational and Cultural District.- Purposes and Size of the District.- The DistrictAdministration Knows, Informs and Guides the Consumers.- The District Offers Courses Matched to Demand.- The District Recruits, Manages and Trains Its Teaching Staff.- The District Organizes, Manages and Distributes Aids and Equipment.- The District as a Public Concern.- X. Functions of Central Administration.- Definition and Implementation of an Educational Policy.- Predicting demand and planning. Programmes and curricula. Evaluation of methods. Legislation.- Organizing Public Information and Participation.- Implementation of a Policy for Teacher Training and Utilization.- Implementation of a Policy for the Development of Educational Technology.- Implementation of a Policy for Educational Research and Innovation.- Conclusion.- The Problem of Costs.- Initial Steps — the Transition Period.- Annexes.- I — Educational credit.- II — System of capitalizable units.- III — An example of a primary school in Great Britain.- V — An adult education scheme in the Lorraine Iron Ore Mining District.- VI — Implications of open-plan schools.- VII — The use of a medium (film) as an aid in self-instruction.- VIII — The Handen (Sweden) public library.- The Author.