The article presents the post-industrial society problem in the context of personal self-existence of the individual. A spiritually oriented humanitarian paradigm in the intellectual and moral development of the individual in the framework of solving the post-industrial society problems is identified. Personalized learning is considered as a…

In this chapter, the authors argue for a perspective on learning as the organizing of access to valued social futures. Why think of learning in terms of organizing? Such a perspective, they believe, follows from a particular view of the human sciences, one that sees people as always engaged in organizing, collectively, the conditions for and…

This article suggests that a critical perspective of the notion of social representations can offer useful insights into understanding practices of teaching and learning in mathematics classrooms with immigrant students. Drawing on literature using social representations, previous empirical studies are revisited to examine three specific…

Contemporary societies use schools and schooling to socialize their young and only by deliberate attention to the aesthetic quality of the experiences of learning will learning actually occur. Following the introductory chapter, chapter 2 describes how aesthetic quality in learning experience is dependent on establishing democratic social…

The concept of active learning is analyzed in terms of its place in the democratic school. Defined is the meaning of an effective democracy and active learning. The relationship of participation to democracy is analyzed in terms of effectiveness. Ownership and empowerment are the keys to participatory democracy. Several educators' philosophies are…

Discusses issues related to ethical instruction in relation to cultural pluralism. Asserts that increased understanding may serve to intensify differences and that toleration may slide into indifference. Provides a background for teaching about cultural differences and concludes that it is possible to be moral and multicultural at the same time.…

Suggest that teaching children about the interdependence of the world's peoples will enhance their understanding of other groups and improve their cooperation with them. Emphasizes a "we" approach to social studies, rather than simply teaching ethnic and cultural differences. Includes instruction for class activities. Provides lessons to…

When taught social skills such as asking for help, working with others, and making decisions, children are better able to face lifes challenges. This guide offers theories behind and practices for consciously teaching social skills and applying them in the classroom setting to build a sense of community through shared experience and honorable…

Looks at the notion made popular in the 1960's by Paul Hirst and Richard Peters that knowledge is intrinsic to the educational enterprise. Suggests that the acquisition of knowledge remains the primary justification for educational experiences, and proposes a concept of knowledge as "rationality's database". (Contains 16 references.) (NB)

Asserts that central goal of sociology is to provide students with sociological perspective or the ability to reflect on their own society from a distance. Argues that ethnocentricism can be affected by an "insider's bias" and an "outsider's bias." Describes the use of Horace Miner's "Body Ritual of the Nacirema" as a…

Cooperative learning is being recommended as a solution for numerous education problems, from enhancing disadvantaged children's self-esteem to ensuring academic success for all students. Cooperative learning has great potential as a supplement or alternative to traditional teaching methods when students are adequately socialized and motivated.…

This guide is designed for students and other individuals intending to live or study abroad and learn about another culture or cultures. These individuals are encouraged to acknowledge and come to terms with responses, particularly negative ones, to aspects of the culture they are visiting. An introductory chapter discusses the general process of…

Maintains that, while geographers have been using films for some time, it is only recently that the full power of this medium has been recognized. Argues that teachers should be aware of subtexts within films that mark significant cultural and political biases. Discusses a list of films used in a college introductory geography course. (CFR)