Metaphors as an Intracultural Bridge for Educational Enterprise

2020 ◽  
pp. 207-225
Author(s):  
Adam Warchoł
Keyword(s):  
Educational Enterprise

Some Uses of Justification in Jewish Education

AJS Review ◽  
1977 ◽  
Vol 2 ◽  
pp. 1-44 ◽  
Author(s):  
Walter I. Ackerman
Keyword(s):  
Jewish Education ◽  
Modern Society ◽  
Necessary Condition ◽  
School Systems ◽  
Coercive Power ◽  
Educational Issues ◽  
Rational Control ◽  
The Relationship ◽  
Educational Enterprise

The justification of plans and programs is a necessary condition of the relationship between systems of education, both obligatory and voluntary, and the publics they serve. Those who are responsible for the conduct of the educational enterprise in general and the schooling of the young in particular must provide those who support the system, financially and otherwise, with acceptable and defensible reasons for the efforts and activities of the schools. The idea of justification in education rests on the assumption that the process of schooling, whatever its form and content, is subject to rational control and that the authority for the conduct of schools is derived from the principles inherent in the justification offered. A proferred justification is most effective and likely of acceptance when the positions it generates on educational issues fit the general fabric of ideals and aspirations of the society to which it is addressed. If, as we believe, justification is a necessary part of the rhetoric which surrounds legislatively determined and state maintained school systems—i.e., systems whose right to existence is not subject to question or doubt in any modern society and where attendance is required by law—then it follows that it is of even greater significance for voluntary school systems which lack the coercive power of their governmental counterparts—i.e., Jewish education.

scholarly journals Education for Street Children in Egypt: The Role of Hope Village Society

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Muhammad M. Zain Al-Dien
Keyword(s):  
Street Children ◽  
Document Analysis ◽  
Education Programs ◽  
Interview Schedule ◽  
Government Organizations ◽  
Egyptian Government ◽  
Management Staff ◽  
Village Society ◽  
Educational Enterprise

The purpose of the present study is to evaluate the role of Hope Village Society (HVS) in Egypt in the provision of education to street children in order to establish its strengths and weaknesses to serve as lessons for other providers of education to street children. Data were collected using interview schedule and document analysis. Interviews were prepared conducted with eight of the management staff of HVS. The findings of the study reveal that HVS plays a major role in providing education for street children in Egypt. Since the establishment of HVS’s education programs in1995, it has recorded fluctuating enrolment rates. The participation of government organizations (GOs), non-government organizations (NGOs) and community at HVS’ education programs is less than expected. Like any other educational enterprise, HVS’s education programs are faced with quite a number of problems. The study recommends that the Egyptian government should offer more financial contributions to organizations that provide education to street children. There is also an immediate need to engage other possible partners of HVS’s education programs. Moreover, more research should be carried out in the area of pedagogy of street children.

scholarly journals Educação jesuítica e crianças negras no Brasil colonial

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Amarilio Ferreira Júnior ◽  
Marisa Bittar
Keyword(s):  
Black Children ◽  
Colonial Period ◽  
Colonial Education ◽  
The Social ◽  
Christian Worldview ◽  
Educational Enterprise

Realça um aspecto pouco estudado da história da educação brasileira no período colonial: a educação de crianças negras nos colégios jesuíticos. As crianças eram filhas de escravos desafricanizados, que nasciam nas fazendas de propriedade da Companhia de Jesus. A literatura, tradicionalmente, situa a empresa jesuítica relacionada apenas com as crianças brancas, indígenas, mamelucas e mulatas. A base da conversão dos "gentios" ao cristianismo era a catequese, realizada pelo ensino mnemônico. Nesse contexto, as crianças negras sofriam dois tipos de violência: nasciam marcadas pela maldição social da escravidão e estavam submetidas a um processo brutal de aculturação gerada pela visão cristã de mundo. Palavras-chave: educação colonial; colégios jesuíticos; crianças negras. Abstract The purpose of this article is to emphasize an aspect that is not much studied in the Brazilian education, during the colonial period. We are talking about the black children in the Jesuit schools; in other words, the children of the slaves who were forced out of their African roots, children who were born in the farms belonging to the Brotherhood of Jesus. Usually, literature traditionally places the Jesuit educational enterprise only among white, indigenous, mameluke and mulatto children. The basis of conversion of the "gentiles" to Christianity was the catechism done through mnemonic teaching. In such context, the black children suffered two types of violence: they were born tagged by the social curse of slavery and were subject to a brutal process of acculturation brought about by the Christian worldview. Keywords: colonial education; jesuit schools; black children.

scholarly journals Quintin Mcgarel Hogg, Lord Hailsham of St Marylebone. 9 October 1907 – 12 October 2001

2002 ◽  
Vol 48 ◽  
pp. 221-231
Author(s):  
Geoffrey Lewis
Keyword(s):  
Young Men ◽  
Natural Sciences ◽  
Educational Enterprise

Of those Fellows elected under Statute 12 for services and achievements outside the range of the natural sciences, Quintin Hogg had special claims to be chosen. The missionary strain to educate ran deep in his family. When his grandfather, the first Quintin Hogg, left Eton he immediately began bible classes for ragged boys under the arches at the Adelphi near Charing Cross. This embryonic educational enterprise grew rapidly. In 1882, when he was not yet 40, he started the first Polytechnic, from which all others took their name, in Regent Street just north of Oxford Circus. The idea was to provide a place where underprivileged men could find an outlet for ‘any healthy desire, physical, spiritual, social, or intellectual, which he possessed’. It was the first university for the underprivileged. Within seven years some 70 000 young men had enrolled. The Polytechnic was in the bloodstream of the Hogg family.

Multiculturalism and Social Justice

2015 ◽  
pp. 271-286
Author(s):  
Patricia S. Campbell ◽  
J. Christopher Roberts
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Curriculum Reform ◽  
Social Action ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Educational Enterprise

Social justice, with its emphasis on identifying and rectifying inequalities that exist in society, is a concept that in many ways parallels multiculturalism. This chapter argues that multiculturalizing the curriculum is an essential means by which to move toward more socially just educational experiences. It turns to the work of pioneering educationist James Banks, applying his Levels of Curriculum Reform to learning experiences in music education. These tiered levels—contributions, additive, transformative, and social action—provide a sequential pathway by which educators unversed in working with multicultural content can create curricula that lead to a more multicultural and socially just educational enterprise.

Sign in / Sign up

Export Citation Format

Share Document