scholarly journals Utrata złudzeń edukacji publicznej. Fatalne dziedzictwo, eskapizm elit, iskry nadziei

2018 ◽  
pp. 25-39
Author(s):  
Zbigniew Kwieciński

The article raises the question of the causes of the public education crisis, both the crisis in recent past and that conditioned by several centuries of Poland’s past. The position of Adam Podgórecki on the subject of comprehensive analyses of Polish society is particularly important. It combines two positions. He believes that Polish systemic crises can be put down to the experiences of post-totalitarianism and Polish unique defects persisting for several centuries. The author of the article negatively assesses the possibility of overcoming the crisis of public education by academic elites, which are responsible for the collapse of universities and the crisis of higher education. Common beliefs about public education have turned out to be illusions. The author sees the hopes of improving the state of public education in resistance to the destruction of democracy and to the strong ideological and political pressure. Openness to Europe and the world, which Poles do not give away, inspires hope, too.

2018 ◽  
Vol 41 (1) ◽  
pp. 21-29
Author(s):  
Zbigniew Kwieciński

SummaryThe article raises the question of the causes of the public education crisis, both the crisis in recent past and that conditioned by several centuries of Poland’s past. The position of Adam Podgórecki on the subject of comprehensive analyzes of Polish society is particularly important. It combines two positions. He believes that the causes of Polish systemic crises are the experiences of post-totalitarianism and specific Polish defects persisted for several centuries. The author of the article negatively assesses the possibility of overcoming the crisis of public education by academic elites, which are responsible for the collapse of universities and the crisis of higher education. Common beliefs about public education have turned out to be illusions. The author sees the hopes of improving the state of public education in resistance to the destruction of democracy and to the strong ideological and political pressure. Openness to Europe and the world, which Poles do not give away, also gives hope.


1985 ◽  
Vol 44 ◽  
pp. 13-15
Author(s):  
Henry Giroux

The discourse of crisis has once again come into play in the field of education, and schools are once more the subject of an intense national debate. In the recent past, discussion has centered on whether schools can be the central institution for achieving racial and sexual equality; whether higher education in the traditional liberal arts curricula are still “relevant” to a changing labor market; whether the authoritarian classroom stifles the creativity of young children; or, conversely how permissiveness has resulted in a general lowering of educational achievement. All of these issues are still with us, but they have been subsumed under a much larger question: how to make the school curricula adequate to a changing economic, political and ideological environment?


1908 ◽  
Vol 54 (227) ◽  
pp. 704-718
Author(s):  
Lady Henry Somerset

I fully appreciate the very great honour which has been done to me this afternoon in asking me to speak of the experience which I have had in nearly twenty years of work amongst those who are suffering from alcoholism. Of courseyou will forgive me if I speak in an altogether unscientific way. I can only say exactly the experiences I have met with, and as I now live, summer and winter, in their midst, I can give you at any rate the result of my personal experience among such people. Thirteen years ago, when we first started the colony which we have for inebriate women at Duxhurst, the Amendment to the present Inebriate Act was not in existence, that is to say, there was no means of dealing with such people other than by sending them to prison. The physical side of drunkenness was then almost entirely overlooked, and the whole question was dealt with more or less as a moral evil. When the Amendment to the Act was passed it was recognised, at any rate, that prison had proved to be a failure for these cases, and this was quite obvious, because such women were consigned for short sentences to prison, and then turnedback on the world, at the end of six weeks or a month, as the case might be, probably at the time when the craving for drink was at its height, and therefore when they had every opportunity for satisfying it outside the prison gate they did so at once. It is nowonder therefore that women were committed again and again, even to hundreds of times. When I first realised this two cases came distinctly and prominently under my notice. One was that of a woman whose name has become almost notorious in England, Miss Jane Cakebread. She had been committed to prison over 300 times. I felt certain when I first saw her in gaol that she was not in the ordinary sense an inebriate; she was an insane woman who became violent after she had given way to inebriety. She spent three months with us, and I do not think that I ever passed a more unpleasant three months in my life, because when she was sober she was as difficult to deal with-although not so violent-aswhen she was drunk. I tried to represent this to the authorities at the time, but I wassupposed to know very little on the subject, and was told that I was very certainly mistaken. I let her go for the reasons, firstly that we could not benefit her, and secondly that I wanted to prove my point. At the end of two days she was again committed to prison, and after being in prison with abstention from alcohol, which had rendered her more dangerous (hear, hear), she kicked one of the officials, and was accordingly committed to a lunatic asylum. Thus the point had been proved that a woman had been kept in prison over 300 times at the public expense during the last twenty years before being committed to a lunatic asylum. The other case, which proved to me the variations there arein the classifications of those who are dubbed “inebriates,” was a woman named Annie Adams, who was sent to me by the authorities at Holloway, and I was told she enjoyed thename of “The Terror of Holloway.” She had been over 200 times in prison, but directly she was sober a more tractable person could not be imagined. She was quite sane, but she was a true inebriate. She had spent her life in drifting in and out of prison, from prison to the street, and from the street to the prison, but when she was under the bestconditions I do not think I ever came across a more amiable woman. About that time the Amendment to the Inebriates Act was passed, and there were provisions made by which such women could be consigned to homes instead of being sent to prison. The London County Council had not then opened homes, and they asked us to take charge of their first cases. They were sent to us haphazard, without classification. There were women who were habitual inebriates, there were those who were imbecile or insane; every conceivable woman was regarded as suitable, and all were sent together. At that time I saw clearly that there would be a great failure (as was afterwards proved) in the reformatory system in this country unless there were means of separating the women who came from the same localities. That point I would like to emphasise to-day. We hear a great deal nowadays about the failure of reformatories, but unless you classify this will continue to be so.


Author(s):  
Eugenia Harja

The public university education in Bacau, represented by “Vasile Alecsandri” University from Bacau has developed over the past two years not only in terms of student numbers, but as human and material resources available to them. After the number of students per teacher, public higher education from Bacau is situated on the second place after Iasi, the number of teachers representing 1% of the country. The structure by scientific degrees of teachers has improved in the last year, reaching over 36% professors and lecturers and 144 PhDs. Over 55% of the teachers are younger than 40 years. The material basis has improved both quantitatively and qualitatively by putting into use a new building, bringing an additional 27 classrooms and 11 seminar rooms and providing the conditions of modern higher education.


2017 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
William M. Plater

<p>Higher education serves as an agent of social change that plays a significant role in the development of socially conscious and engaged students. The duty higher education has toward society, the role for-profit educational institutions play in enhancing the public good, and the prospect of making social change an element of these providers’ missions are discussed. Laureate’s Global Citizenship Project is introduced, highlighting the development of the project’s civic engagement rubric and the challenges of assessing civic engagement.</p>


Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.


2020 ◽  
Vol 12 (24) ◽  
pp. 10533
Author(s):  
Lesley Le Grange

Sustainability and its relationship with education has been the subject of much contestation in recent decades. This article reviews some of the debates on sustainability in the context of higher education and raises concern about the narrowing of the discourse on sustainability and sustainability education in the neoliberal university. The methods used in this article are philosophical, combining traditional concept analysis with concept creation. The later method holds that philosophical concepts are created or reimagined so that they have transformative effects in the world. The key finding of this conceptual exploration is that sustainability (education) can be liberated from the fetters of neoliberalism and can be imagined differently. This might be possible in the “University of Beauty”. Moreover, the potential for reimagining sustainability higher education already exists within the neoliberal university and in those who inhabit it. This is because sustainability higher education and those who inhabit the neoliberal university are always in the process of becoming. The article concludes that the present generation of students should be viewed as key role players in rethinking sustainability higher education.


Author(s):  
Pablo Braga de Souza ◽  
Antônia Maria Nascimento Barcelos ◽  
Suellen Alice Lamas

Ao longo do tempo, o turismo tem se destacado como uma importante atividade econômica no mundo, gerando serviços, produtos, emprego e renda. Entretanto, tão importante quanto o seu potencial econômico, é o seu potencial social, capaz de transformar localidades que apresentam desequilíbrios e limitações, o que vem sendo proposto pelo turismo voluntário também conhecido como volunturismo. Embora seja muito praticada no exterior, essa modalidade, está em estágio inicial no país, o que traz à tona dúvidas e questionamentos em relação ao tema e a necessidade de estudá-lo a fim de que se possa compreendê-lo em sua totalidade. Deste modo, faz-se a reflexão: O que é turismo voluntário? Qual o perfil do público que o pratica? Quais as diferenças entre turismo voluntário e turismo solidário? Quais os impactos nas comunidades visitadas? A partir desses questionamentos, o presente trabalho visa discorrer sobre o turismo voluntário apresentando suas interfaces conceituais, problemáticas e perfil dos praticantes, de modo a contribuir com o esclarecimento e debate teórico sobre o tema. Assim, vê-se a importância de estudos em relação ao turismo voluntário para que, a partir de sua compreensão, os resultados positivos possam ser maximizados e os negativos minimizados. Baseando-se em seu caráter de agente transformador social, pode-se inferir que o turismo voluntário é mais uma forma de se fazer turismo, contrária ao turismo de massas, do que um segmento propriamente dito. Tourism and volunteering: the search for understanding of the voluntourism ABSTRACT Over time, the tourism has distinguished itself as an important economic activity in the world, generating services, products, employment and income. However, as important as its economic potential, it is its social potential capable of transforming localities that show unbalances and limitations, what has been proposed by the volunteer tourism also known as voluntourism. Although it has been practiced abroad, this type of tourism is in an early stage in the country, which propitiates doubts and questions concerning the theme and the necessity to study it in order to understand it in its entirety. Thus, the reflection is done: What is volunteer tourism? What is the public profile that practices it? What are the differences between volunteer tourism and solidary tourism? What are the impacts on the communities visited? Based on these questions, the article aims to discuss about volunteer tourism showing its conceptual interfaces, problematic and the profile of the participants in order to contribute to the elucidation and the theoretical debate on the subject. Therefore, one sees the importance of the studies concerning volunteer tourism so that, from its understanding, positive results can be maximized and negative results can be minimized. Based on its character of a social transforming agent, one can infer that the volunteer tourism is more a way of doing tourism, contrary to mass tourism, than a segment itself. KEYWORDS: Volunteering; Tourism; Knowledge; Voluntourism.


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