In this study, we regard co-creation as a collaborative process where students, lecturers and working field professionals from outside the university jointly develop innovative products, processes or knowledge. In co-creation all stakeholders equally contribute to the collaborative process and aim to create beneficial outcomes for each…

African art education discourse is deeply enshrined in community visual arts and its programming. This article is an analytical narrative documentation of anecdotal historical debate on art education in Zimbabwe. The referential data-based entry provides a historical analysis of the evolution of art education and its programming as a post-CIET…

The current network society, with its primacy of information and communication technologies, is challenging the higher education model. The needs and expectations of today's students differ from those of students in the past, and educational practices should adapt to modern times. But what changes will we see in the relationship between societal…

Not surprisingly, in an increasingly neo-liberal context of international competition for educational prestige, conversations about teaching and teacher preparation have taken hold across the globe. Further complicating these matters is that ideas about teaching, learning, and learning to teach cannot be understood or analyzed in a vacuum; that…

Discusses the conflicts involved in traditionally oriented and futuristic teaching. (PG)

Colleges should implement cafeteria composition (a widely varied program of composition) in order to acknowledge the huge variety of educational needs, educational objectives, and socially useful functions to which colleges must respond. As a prelude to this argument, the educational philosophies of Miller and Smitherman may be reviewed. Miller…

Goals of higher education in the Peoples Republic of China are to teach students to use their theoretical and technical skills to help improve the lives of the Chinese majority, not for individual social mobility. The process is described in terms of admissions requirements, academic standards, curriculum content and methodology, and research. (JT)

Because of the constant increase in knowledge, students can no longer be taught all they need to learn. The focus of education must therefore shift toward assisting them to learn how to learn, how to be independent, and how to equip themselves to cope with an ever changing environment. One of the nine papers presented describes a method by which…

Focusing on the concept of education for work vs. education for living, the author presents a comparative analysis of two works on liberal education, each of which was originally delivered orally to university students: "The Inaugural Address at the University of St. Andrew" by John Stuart Mill and "The University of Utopia" by…

One trait of the ideology of relevance is "external justification," which requires that curricula and courses be justified through their contributions to the amelioration or elimination of social or political evil. Another trait is "tactical redescription," which redefines some fundamental qualities of education as being of positive disvalue.…

ADULT EDUCATION IN THE UNITED STATES INCLUDES ALL EDUCATIONAL ACTIVITIES, AS DETERMINED BY THE PURPOSES OF THE SPONSORS, WHICH TAKE PLACE IN AN ORGANIZED CONTEXT. VARIETY, FLEXIBILITY, DECENTRALIZATION, AND SENSITIVITY TO THE NEEDS OF THE LARGER SOCIETY ARE AMONG ITS MOST IMPORTANT FEATURES. THE CRITERIA OF ADULTHOOD ITSELF--MARRIAGE,…

The philosophy of Unified Education is holistic, unidisciplinary, and generalistic. The problems raised by these attributes are the attendant difficulties in collection/analysis/projection on a time/content grid; the flux of methodological ground rules; and the tentativeness of generalists to project while they are in a stage of collection and…

The articles in this issue of Learning Quarterly, published by the Centre for Curriculum, Transfer, and Technology (British Columbia), discuss the relationship between assessment and learning. Assessment can be used for three purposes in education: (1) to evaluate and credential (grade); (2) to determine institutional effectiveness; and (3) to…

The time has come to seriously consider thinking as a major goal for teaching and learning at all levels of education. This calls for educational restructuring in which higher order cognitive processes are defined, and a better understanding for how to develop them in all youngsters and adults is built. Youngsters need to become constructors of…

The history of CAEL under its various names (Cooperative Assessment of Experiential Learning (1974-77), Council for the Advancement of Experiential Learning (1977-84), and Council for Adult and Experiential Learning (1985-present) is documented. Chapter One analyzes the context in which CAEL was founded, looking at nontraditional education in the…