The opposition between learning as a process of self-cultivation ("Bildung") and learning as a form of vocational training for the workplace ("Ausbildung") is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims…

Outdoor education (OE) is a broad term referring to organized outdoor learning . Given Canada's large size, sparse population, varied landscapes and diverse culture , developing a comprehensive understanding of the philosophies, goals and activities of OE in Canada is challenging. While Canada has a long history of OE, scholars struggle to…

According to Fichte's early science of knowledge, man is a free and independent being who becomes somebody not through the power of nature, by developing his innate skills and abilities, or through external influence, but by his own power. Since the essence of human beings is I-hood, the individual, having defeated the not-I or nature living in…

The contribution focuses on Neo-Confucian texts as collected by Zhu Xi (?? 1130-1200) and Lü Zuqian (1137-1181) and is a look from the "outside", from the perspective of German theories of Bildung ("self-cultivation"). It aims at demonstrating that among other insights that today's readers may gather from Neo-Confucian…

The author argues that Dewey's conception of the lost individual and his proposed solutions for reconstruction can help both schooling and society address problems of depoliticization and individualization. He first examines Dewey's notion of formation of the self, forged through transactions with one's physical and social…

A recent report on the UK's higher education system by Lord John Browne exemplifies the dominant trend in education policy initiatives toward a focus on education primarily for employment and for the acquisition of skills. In this essay, Alison Assiter argues that such an entrepreneurial approach neglects essential aspects of the processes of…

Chapter 1 in Life Skills in School and Society.

Explains the historical background for four presuppositions which have governed penitentiary education in Canada. Calls for new approaches to the education of prison inmates and for related research. (Author/SB)

Chapter 2 in Life Skills in School and Society.

A philosophy statement for vocational education should address new and emerging concerns and should incorporate elements essential to vocational education. The development of this liberating philosophy statement requires: (1) consensus within the field; (2) increased cooperation between general education and vocational education; and (3) emphasis…

The philosophical misconception which seems to underlie permissive educational thought is that, to have opportunity for free individual development, one must have been exposed to no teaching and have learned no techniques. But, in reality, individual development cannot be accomplished until disciplined structures of thought and action are learned.…

Physical education curriculum is examined as it concurs with the philosophical premise that the aim of the curriculum is development of the individual for the purpose of that person's liberation. Six areas of development within physical education are identified as they relate to the primary value of liberation of the individual. Development of…

Development of the mature person is a necessary theme for educational design in contemporary society. A structured definition of the term "maturity" is needed which can be applied to the design of educational experience. The author suggests that there are six criteria of maturity: intelligence, responsiblity, articulation, empathy, sexuality, and…

A year-long adventure physical education program is described in this guide, which contains objectives, activities, and information about community support and staff development that applies to this, or any, innovative program. Chapter I discusses the philosophy of experiential learning and lists program objectives, which include developing…

Teachers and curriculum developers should organize cultural materials within a conceptual framework which explains how to classify the behavior of any cultural group. This would help elementary and secondary students in social studies classes learn about their own and other cultures. This conceptual framework must represent all major realms of…