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result(s) for
"Reformpädagogik"
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Reforms in Islamic education : international perspectives
\"In recent times, there has been intense global interest on and scrutiny of Islamic education. In reforming Islamic schools, what are the key actions initiated and are they contested or negotiated by and among Muslims?This edited collection brings together leading scholars to explore current reforms in Islamic schools. Drawing together international case studies, Reforms in Islamic Education critically discusses the reforms, considering the motivations for them, nature of them and perceptions and experiences of people affected by them. The contributors also explore the tensions, resistance, contestations and negotiations between Muslims and non-Muslims, and among Muslims, in relation to the reforms. Highlighting the need to understand and critique reforms in Islamic schools within broad historical, political and socio-cultural contexts, this book is a valuable resource for academics, policymakers and educators\"-- Provided by publisher.
Book
Reform(ing) Education
Generally, concepts of progressive education emphasize the connection between reform and education to describe their own tradition as well as current educational challenges the academic community and the public are facing today. This volume introduces five clearly distinguishable approaches through which the theoretical and practical potential of combining reform and education can be grasped. First, one can ask how education is inherently structured, drawing on the distinction between \"reform\" and \"non-reform\". Second, one can ask how the \"reform\" motif has been used to link education to cultural change throughout time. Third, reform(ing) education can be understood as the answer to modernization processes in the wake of the Enlightenment and its manifold manifestations and debates. Fourth, reform(ing) education proves to be a \"classical\" response to industrialized modernity in the first third of the twentieth century - and even beyond. Fifth, this introductory text leads to reflections on reform(ing) education as a challenge for today's educational thought.
eBook
School Was Our Life
The late 1930s and early 1940s were the peak of progressive education in the United States, and Elisabeth Irwin's Little Red School House in New York City was iconic in that movement. For the first time, stories and recollections from students who attended Little Red during this era have been collected by author Jane Roland Martin. Now in their late eighties, these classmates can still sing the songs they learned in elementary school and credit the progressive education they loved with shaping their outlooks and life trajectories. Martin frames these stories from the former students \"tell it like it was\" point of view with philosophical commentary, bringing to light the underpinnings of the kind of progressive education employed at Little Red and commenting critically on the endeavor. In a time when the role of the arts in education and public schooling itself are under attack in the United States, Martin makes a case for a different style of education designed for the defense of democracy and expresses hope that an education like hers can become an opportunity for all.
eBook
The future of education
This ... book presents a frontal attack on current forms of schooling and a radical rethinking of the whole education process. [The author], a prize-winning scholar and innovative thinker, does not rail against teachers, administrators, or politicians for the failures of the school. Instead he argues that education today is built on a set of mutually exclusive goals that are destined to defeat our best efforts. The author explores the three big ideas and aims of education - academic, social, and developmental growth - and exposes their flaws and fundamental incompatibility. He then proposes and describes a process called Imaginative Education that would dramatically change teaching and curriculum while delivering the skills and understanding that we all want our children to acquire. His speculative narrative of education from 2010 to 2060 - executed with wit and verve - shows how we might very well get there from here. Unlike most books dealing with fundamental educational ideas, this one also details how its new proposal can be implemented in everyday classrooms. (DIPF/Orig.).
eBook
Pädagogik, Kunst und Kritischer Neuhumanismus
Der Avantgardekünstler László Moholy-Nagy (1895-1946) hinterließ neben seinen zahlreichen künstlerischen Werken ein umfassendes theoretisches OEuvre, dessen Kerngedanke als kritischer Neuhumanismus lesbar ist: Die Pädagogik der Kunst birgt im Angesicht einer kapitalisierten Welt die Hoffnung auf die Hervorbringung ganzer Menschen zum Zweck einer.
eBook
Transforming Learning in Schools and Communities
Many educators have been looking for a fundamentally different approach to engage young people and encourage progress in learning. Supported by recent public policy developments, a transformation is beginning to take place in the practice of many schools. The focus of learning is shifting away from the child as an individual in a classroom detached from the surrounding neighbourhood to a learning community that embraces carers and families as well as young people and teachers. This monograph analyses the organising principles of this cultural transformation and considers how it will shape learning in schools and communities throughout the world. The book brings together key thinkers from the fields of new learning, new communities of educational practice and new forms of educational governance. Arguing for the necessary interconnectedness of pedagogy, institutions and governance, this ground-breaking book will undoubtedly shape the policy agenda in this area for years to come.
eBook
A breakdown of reformatory education
Purpose
Westbrook Farm Home for Boys in Queensland, Australia, existed in various forms for over 100 years. As such, it offers a valuable window into Australian approaches to managing and reforming boys through the twentieth century. The purpose of this paper is to examine its approach to reforming teenage boys during a period marked by a mass escape in 1961. It argues that the reformatory education initially intended was no longer tenable during this moment in history, and that this period represents a breakdown of that approach.
Design/methodology/approach
This paper draws on material including newspaper reports, memoirs, and the report of an inquiry into an escape by inmates in 1961. These are analysed in order to construct a picture of the type of reformatory education during this period and the public and official responses to this.
Findings
Westbrook Farm Home for Boys was, during this period, an institution attempting to provide a reformatory education at a historical moment when such an education was no longer viewed as appropriate means of addressing the criminal behaviour of youths. This, combined with the leadership of a domineering figure in Superintendent Roy Golledge, led to a culture of abuse, rather than education. The uncovering of this culture was a pivotal moment in the transition of Westbrook into an institution explicitly dealing with criminal youths.
Originality/value
No academic work relating to this moment in Westbrook’s history has been previously published.
Journal Article
New Zealand Theosophists in \New Education\ networks, 1880s-1938
Purpose
It is well-known that Beatrice Ensor, who founded the New Education Fellowship (NEF) in 1921, was a Theosophist and that from 1915 the Theosophical Fraternity in Education she established laid the foundations for the NEF. However, little research has been performed on the Fraternity itself. The travels of Theosophists, texts, money and ideas between Auckland, India and London from the late nineteenth century offer insights into “New Education” networking in the British Commonwealth more broadly. The paper aims to discuss these issues.
Design/methodology/approach
This paper draws on archival documents from the Adyar Library and Research Centre, International Theosophical Society (TS) headquarters, Chennai, India; the archive at the headquarters of the New Zealand Section of the TS, Epsom, Auckland; the NEF files at the archive of the London Institute of Education; papers past digital newspaper archive.
Findings
New Zealand’s first affiliated NEF group was set up by the principal of the Vasanta Gardens Theosophical School, Epsom, in 1933. She was also involved in the New Zealand Section of the Theosophical Fraternity, which held conferences from 1917 to 1927. New Zealand’s Fraternity and Theosophical Education Trust had close links with their counterparts in England and India. The setting up of New Zealand’s first NEF group was enabled by networks created between Theosophists in New Zealand, India and England from the late nineteenth century.
Originality/value
The contribution of Theosophists to the new education movement has received little attention internationally. Theosophical educational theory and Theosophists’ contributions to New Zealand Education have not previously been studied. Combining transnational historiography with critical geography, this case study of networks between New Zealand, Adyar (India) and London lays groundwork for a wider “spatial history” of Theosophy and new education.
Journal Article
