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Author: Iva Apostolova

brings us together. The traditional education system passed on from the day care through middle and high school, all the way up to university, however, faces a number of problems such as keeping the students motivated, and connecting formal education with what we call the ‘real life’. An alternative is

In: Frontiers in Higher Education
Author: Gillian Howie

technological knowledge and those who wished to develop aesthetic sensibility or social sentiment. According to Aristotle, educational policy should be determined after a decision as to whether the citizen is interested primarily in a life of theoria, a life directed to eternal truths, or a life of practice

In: Contemporary Issues In Education

, with a view to participating actively in the movement of building a better world. HEIs are the vehicle to a better balanced, more just, more humane experience in which the quality of one’s life today makes one desirous of living tomorrow. Notes 1 In memory of James S. Taylor. 2 OECD, Que Futuro para as

In: Frontiers in Higher Education

respects, with core concepts common only to a specific group, and it is learned, not inborn.20 Imitating the actions of Occidental schools in Asia fails because the teachers’ and students’ basic assumptions about life are dissimilar to those of the Western models. Though they are, in the obvious

In: Gypsy Scholars, Migrant Teachers and the Global Academic Proletariat

recognised as racial groups, whilst English-born gypsies have been defined in terms of their living patterns and occupations. Other Traveller groups include New Travellers, who adopt a nomadic lifestyle but are not an ethnic group, and circus and fairground families who do not consider themselves as

In: Learning and Teaching in a Metropolis

; regeneration ***** 1. Introduction: The Background to Discover Imagine expanding the possibilities for learning. Having more places where learners are engaged, enthusiastic, and motivated.1 In the late twentieth century, a new type of ‘learning institution’ began to evolve in the United

In: Learning and Teaching in a Metropolis

their lives to earn a living Ernest L. Boyer criticizes the tradi­ tional approach to learning and calls for lifelong learning. We cannot divide human beings into student and worker, or life into the dis­ tinct times ofstudy and work Secretary ofHealth, Education, and Welfare, John W Gardner points

In: Learning Values Lifelong

that are to a great extent contrary to acquisition of the essentials of life. Each problem claims a solution. The community contains people motivated to struggle to solve the problems against the political power of the rich and Neopragmatism, Philosophy of Education, and Our Future 231 strong

In: Pragmatism, Education, and Children

content of specialized knowledge does not lead toward an enlightened mode of living. The fragmentation of specialized research and knowledge is the fragmentation of logos, and this leads 22 PREDRAG CICOYACKI to its dissociation from ethos. A specialized scientific or scholarly theory is not a life in

In: Values and Education

investigation in this way – is a process that involves a constant system of exchanges between a living organism and the environment, which is natural and social, resulting in a state of balance that furthers life. This system of interchange between organism and environment tends to maintain life or, as Dewey

In: Pragmatism, Education, and Children