The Role of Modeling for “Seeking Truth” in an Educational Policy Classroom

2019 ◽  
pp. 21-39 ◽  
Author(s):  
David C. Berliner
Keyword(s):  
Educational Policy

Philosophical and Pedagogical Views of Yu. F. Samarin

2019 ◽  
Vol 54 ◽  
pp. 209-218
Author(s):  
Lev E. Shaposhnikov
Keyword(s):  
National Identity ◽  
Social Development ◽  
Educational Policy ◽  
Critical Evaluation ◽  
Educational Process ◽  
Educational Context ◽  
The Government ◽  
Role Of Religion

The paper analyses the evolution of Yu. Samarin’s ideas from rationalism to “holistic knowledge”. Special attention is paid to the philosopher’s conceptualization of the key role of religion for a nation. The author also examines the scholar’s position concerning the promotion of patriotism as an important impetus for social development. Emphasis is made on analyzing the interaction of universal and national aspects in the educational process, as well as on the value of national identity in the field of humanities. The article also presents Yu. Samarin’s critical evaluation of the government educational policy and his suggestions on increasing its effectiveness. The author notes the relevance of Yu. Samarin’s views for the contemporary philosophical and educational context.

scholarly journals RELAÇÃO PÚBLICO-PRIVADO NA EDUCAÇÃO BÁSICA: a democratização da educação?

2017 ◽  
Author(s):  
Vera Maria Vidal Peroni
Keyword(s):  
Public Education ◽  
Educational Policy ◽  
Public Private Partnership ◽  
The State ◽  
Social Rights ◽  
Public And Private ◽  
Private Partnership ◽  
Role Of The State ◽  
Brazilian Case

O artigo trata das redefinições no papel do Estado, que reorganizam as fronteiras entre o público e privado e materializam-se das mais diferentes formas na educação básica pública, e suas implicações para o processo de democratização da educação. No caso brasileiro, muito lutamos no período de abertura política pela democratização com direitos sociais materializados em políticas. Mas, ao mesmo tempo em que avançamos nos direitos conquistados, também foi naturalizado que o Estado não seria mais o principal executor.Palavras-chave: parceria público-privada em educação; política educacional; democratização da educação.The article deals with the redefinitions of the role of the state, which reorganize the boundaries between public and private that materialize in many different forms in basic public education, and their implications for the process of democratization of education. In the Brazilian case, we have struggled so hard since the so-called ‘opening period’ of political democratization with social rights materialized in public policies. However, while we have advanced in the conquered rights, at the same time the idea of the State as the main provider no longer prevails.Keywords: public-private partnership in education; educational policy; democratization of education

Play

2013 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Educational Policy ◽  
Human Development ◽  
Functional Significance ◽  
Pretend Play ◽  
Healthy Development ◽  
Social Object ◽  
Research Recommendations

The role of play in human development is controversial. In some quarters it is viewed as indispensable to children’s healthy development and education, while in others it is marginalized as a topic unworthy of study and of questionable functional significance. I suggest that differences in the ways in which play is defined and the ways in which its function is conceptualized have led to this misunderstanding. I outline the ontogeny of social, object, locomotor, and pretend play and their possible functions. I also make educational policy and research recommendations for the role of play in children’s lives.

Policy Narratives of Accountability and Social-Emotional Learning

2020 ◽  
pp. 089590482090472
Author(s):  
Taylor N. Allbright ◽  
Julie A. Marsh
Keyword(s):  
Educational Policy ◽  
Social Emotional Learning ◽  
Measurement Data ◽  
Emotional Learning ◽  
Social Emotional ◽  
Accountability System ◽  
Multiple Measure ◽  
Policy Narratives

The paradigm of test-based accountability has been a dominant force for decades, yet some argue that we have recently witnessed a dramatic change in the key beliefs influencing educational policy. To understand the extent of this transformation, we investigated the policy narrative supporting the adoption of a multiple measure accountability system in California’s CORE Districts. Our data revealed a narrative integrating key beliefs about knowledge, accountability, and social-emotional learning. This narrative continues the major themes of the previous accountability paradigm, but with two notable differences regarding the use of measurement data and role of social-emotional learning.

Legal Influence and Educational Policy in Special Education

1988 ◽  
Vol 54 (4) ◽  
pp. 302-308 ◽  
Author(s):  
David P. Prasse
Keyword(s):  
Special Education ◽  
Educational Policy ◽  
National Academy Of Sciences ◽  
General Acceptance ◽  
Policy Barriers ◽  
Academy Of Sciences

The recommendations of the National Academy of Sciences (NAS) panel are critiqued from a perspective of broad educational policy and legal influence. The report and the accompanying background papers are endorsed with general acceptance of problem identificaion and formulation. However, the report is challenged for recommendations that are too narrowly conceived, raising questions as to viability of implementation. Specific issues addressed include treating disproportionate placement as a symptom versus problem, legal and professional policy barriers to implementing the report's recommendations, and the role of courts in resolving scientific disputes and programatic concerns.

Cultural Pluralism and Educational Policy: In Search of Stable Multiculturalism

1981 ◽  
Vol 25 (2) ◽  
pp. 121-145 ◽  
Author(s):  
J.J. Smolicz
Keyword(s):  
Educational Policy ◽  
Social Life ◽  
Core Values ◽  
Cultural Pluralism ◽  
Future Generations ◽  
International Context ◽  
Australian Society ◽  
Plural Societies ◽  
Conceptual Confusion

The significance and meaning of cultural pluralism, or of multiculturalism as it is more commonly referred to in Australia, continue to excite much debate, as well as conceptual confusion. In this paper three possible types of multiculturalism in ethnically plural societies are analysed, namely those of ‘transitional‘, ‘residual’, and ‘stable’ or enduring multiculturalism. The latter orientation is carefully distinguished from separatism, while the transitional and residual types of multiculturalism are related to assimilationist solutions to pluralism. Throughout the paper the emphasis is placed on the paramount significance of culture in social life and on the need to distinguish between viable cultures that can be transmitted and modified by future generations, and cultures that have been reduced to residues through the loss of their core values. Such a concept of ethnic cultures, each with its distinct core, is discussed within the framework of values that are supra-ethnic, or shared by all sections of Australian society. From this vantage, the role of the school appears to be that of cultivating such shared values, and of transmitting the cores of all groups, within a social matrix that is dynamic and capable of change. This type of viable and developing pluralism is only possible if it is related to the personal cultural worlds of all Australians, since plurality remains a sterile notion unless it is seen to permeate the lives of individuals from all groups in society. The focus of the paper is on Australia, but examples from other ethnically plural societies are introduced, in order to highlight those developments that bear upon the Australian scene, and to explicate certain conceptual distinctions that are best understood in an international context.

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