The American school of education and the Third World in the twentieth century: Teachers College and Africa, 1920‐1950

1986 ◽  
Vol 15 (4) ◽  
pp. 271-289 ◽  
Author(s):  
Ronald K. Goodenow ◽  
Robert Cowen
1998 ◽  
Vol 10 (1) ◽  
pp. 85-100
Author(s):  
Miloš Dokulil ◽  

At the end of the second millennium, we seem to be somewhat nervous agairn. Twentieth-century scientific developments have opened up fascinating new fields of study both in the micro- and macrocosmos. Yet none of the new codes, paradigms, and ideologies appear to bring us nearer to some new and generally shared creed. Life without work for many, not only in the Third World, the successful integration of Europe, armed conflicts on local battlefields, as well as superficialities on TV screens, are our near-to-be contemporaneity. The seeming unlimited technical possibilities of artificial intelligence, the relativtatim of civic values, and a cartoon-like culture portend risks for the fiiture. Yet, while secular and lacking a binding sense of responsibility, postmodem society epitomizes spiritual hunger. Nurtured by good family traditions, the spiritual quest promises an open-ended, post-Godotian future.


Worldview ◽  
1978 ◽  
Vol 21 (10) ◽  
pp. 37-41
Author(s):  
Raymond D. Gastil

In a century of unexampled economic and technological progress, with the most educated and sophisticated population ever known, much of the world still writhes under the torture, brutality, and forced labor exacted by tyrants of both Right and Left. In more than half the world's nations governments are masters and people are subjects, and to seriously criticize the masters is dangerous to both life and limb. This world needs a great many things, including a more adequate distribution of food, energy, and medical care, but surely a high priority must be given to the eradication of tyranny. The opinion leaders of the democracies must strive as dedicatedly to, end public enslavement in the twentieth century as their predecessors strove to end private enslavement in the nineteenth.


1978 ◽  
Vol 20 (2) ◽  
pp. 191-209 ◽  
Author(s):  
Harry E. Vanden

We do not regard Marx's theory as something completed and inviolable; on the contrary, we are convinced that it has only laid the foundation stone of the science which socialists must develop in all directions if they wish to keep pace with life.V. I. Lenin (Our Program)The peasant is one of the least understood and most abused actors on the modern political stage. He is maligned for his political passivity and distrust of national political movements. Yet, most of the great twentieth-century revolutions in the Third World have, according to most scholars, been peasant based (Landsberger, 1973: ix; Wolf, 1969). In Latin America the peasant was once pictured as the archetypical parochial who was more suited for siestas under his sombrero than serious political activity. Stereotypes aside, the region has been no exception to the growing tendency of peasants to become involved in major revolutionary processes.


IEE Review ◽  
1989 ◽  
Vol 35 (3) ◽  
pp. 101
Author(s):  
Mohan Munasinghe

1989 ◽  
Vol 28 (04) ◽  
pp. 270-272 ◽  
Author(s):  
O. Rienhoff

Abstract:The state of the art is summarized showing many efforts but only few results which can serve as demonstration examples for developing countries. Education in health informatics in developing countries is still mainly dealing with the type of health informatics known from the industrialized world. Educational tools or curricula geared to the matter of development are rarely to be found. Some WHO activities suggest that it is time for a collaboration network to derive tools and curricula within the next decade.


Sign in / Sign up

Export Citation Format

Share Document