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1
Schaap, Andrew. "Learning Political Theory by Role Playing." Politics 25, no. 1 (2005): 46–52. http://dx.doi.org/10.1111/j.1467-9256.2005.00228.x.
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Role playing is more likely to promote active learning amongst undergraduate students than a traditional university lecture. This teaching method has been employed effectively in disciplines such as history and in area-studies subjects such as Middle Eastern politics in which students assume the role of particular historical or political agents. However, it is not obvious how role playing might be used to teach political theory. In this article, I discuss a role-play exercise that I devised and consider how it helped to promote what Paul Ramsden calls a ‘deep-holistic’ approach to learning amongst undergraduate students in a second/third year subject in political theory.
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Jenco, Leigh. "Confucianism and its contexts: New research in Confucian political learning." European Journal of Political Theory 16, no. 4 (2017): 385–91. http://dx.doi.org/10.1177/1474885117705021.
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This introduction to the special issue explains why political theorists should be interested in Confucianism and what we have to gain by considering Confucian learning in its broader historical and political contexts.
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Saputro, Riki Andi. "The Utilization of Colonial Historical Sites in the City of Palembang as a Learning Resource Based on Outdoor Learning." Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, no. 2 (2021): 121–27. http://dx.doi.org/10.33258/biolae.v3i2.463.
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The activeness of all students’ senses can occur if students participate actively in learning activities. One of the learning activities that are able to actively involve students is by the way of outdoor learning. Research sub-focus: Cultural Heritage and Colonial Historical Sites. The formulation of the problem in this study: Historical value in the colonial period sites in the city of Palembang. The purpose of this research is to provide resource that can be used in learning History in High School. The benefit of this research is the availability of source and references for writing the history of the colonial period in Palembang. This research used history (historical) method, assisted by scientific approach from various fields (multi-approach) such as theological, political, anthropological and sociological sciences. The results of the research on colonial historical sites in the city of Palembang contain as a source of learning based on outdoor learning in high school.
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Mustafa, Al haj Salim. "Learning, Scholarship and Public Libraries in Pre and Colonial Sudan." European Scientific Journal, ESJ 13, no. 17 (2017): 54. http://dx.doi.org/10.19044/esj.2017.v13n17p54.
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Although the idea of providing public library services to the general public is basically a westernized concept, nevertheless the Sudan has a long tradition of learning and scholarship in which one could argue that an embryonic and rudimentary public library service of some sort had been established. The purpose of this paper is to provide an historical overview of this learning and scholarship development and to explore the forces social, historical and political that led to the emergence of public libraries in pre and colonial Sudan. The historical research method was used to describe such forces employing mainly books, journal articles and to a lesser extent theses and dissertation. This will be followed by a discussion and conclusion.
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Asonova, Ekaterina, and Olga Bukhina. "Contemporary Literary Tales: History and Politics in Children’s Reading." Children's Readings: Studies in Children's Literature 19, no. 1 (2021): 373–86. http://dx.doi.org/10.31860/2304-5817-2021-1-19-373-386.
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This article researches the role of contemporary children’s historical fiction as well as fiction with social and political topics that use the elements of fairytales or fantasy to form historical and political (or civil) views of children. The use of artistic devices typical for fairytales is discussed in the article in a frame of the possibility of making historical information attractive and understandable for a young reader, even in such difficult cases as wars, political repressions, or authoritarian governments. This way the authors of books discussed in the article are able to tell much more about the essence of historical events and/or to create the conditions for understanding of the political organization of the society than if they would stay strictly with the realistic genres. For learning purposes, historical fairytales and fairytales discussing politics allow to meet very complicated educational challenges that satisfy a particular interest in history and/or politics natural for small children and to create the motivation to master the historical material.
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Arifin, Faizal. "Pembelajaran Sejarah pada Masa Kolonialisme Belanda." Jurnal Pendidikan Sejarah 9, no. 2 (2020): 126–52. http://dx.doi.org/10.21009/jps.092.03.
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This article aims to examine the development of historical learning during the Dutch Colonialism period, especially after the implementation of the Ethical Policy. In the field of education, indigenous elite students have access to Western (Dutch) education with the Colonial-Centrism curriculum, including history lessons. Historical learning in the early twentieth century characterized by learning materials oriented towards European superiority, Dutch legitimacy over Colonialism in the Dutch East Indies, delegitimation of rulers (kings/sultans) in Nusantara, and the indoctrination of colonized nations to accept Colonialism. This research used the historical method, namely heuristics, criticism, interpretation, and historiography. The results of this research showed us that historical learning during the Colonialism period was oriented to legitimize the political power of Dutch Colonialism and indoctrination for indigenous elites to accept Colonialism. That is because historical learning has a strategic role in influencing elite indigenous students to receive and support colonial domination and structure in society. On the other perspectives, history lessons produced indigenous students that increase the ability of critical thinking about Colonialism and Western Imperialism.
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Clarke, Ian. "Learning from critical incidents." Advances in Psychiatric Treatment 14, no. 6 (2008): 460–68. http://dx.doi.org/10.1192/apt.bp.107.005074.
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Critical incident reviews are an integral part of modern psychiatric practice. The issue is central to the clinical governance agenda in the UK, yet there is widespread debate about their usefulness. There is a lack of systematic research into their impact on clinical outcomes, with most authors commenting on their form, their political implications, and whether they should exist at all. This article explores the historical basis to incident investigation, outlines an ‘ideal’ method of review and discusses the concepts of the learning organisation and root cause analysis. Further discussion focuses on what the objectives of critical incident review might be and whether organisations as a whole can learn from them.
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Zarestky, Jill, Stephanie Sisco, Geleana D. Alston, and Joshua C. Collins. "Adult learning and inclusive feminism: Historical and contemporary perspectives on social justice and political activism." New Horizons in Adult Education and Human Resource Development 31, no. 4 (2019): 4–17. http://dx.doi.org/10.1002/nha3.20261.
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DuPuis, E. Melanie. "Learning from emancipation: The Port Royal Experiment and transition theory." Environment and Planning A: Economy and Space 53, no. 6 (2021): 1507–24. http://dx.doi.org/10.1177/0308518x211011176.
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Over the last decade, transition studies has emerged as an intellectual field aimed at answering the question: How do we get to a more sustainable world? Emerging from a combination of science and technology studies, evolutionary economics, and studies of innovation, transition studies has become a widely used conceptual tool to frame pathways to a more sustainable future. However, its embrace of a systems approach to change, I will argue, transition studies remains unengaged with critical theories of change in sociology, history, and political economy. In addition, geographers have critiqued transition studies for its lack of attention to spatial relationships. Using a particular historical case study of transition in a particular place—the Port Royal “Free Labor” emancipation experiments in the South Carolina Sea Islands during the Civil War—this paper explores both the weaknesses and the strengths of transition studies as a conceptual tool, and how attention to critical and spatial approaches to change can improve our understanding of transitions. In particular, I will show how a political ecology, as a critical and spatial approach, can improve transition studies. I will use a historical case, the Port Royal emancipation experiments, to illustrate how the addition of political ecology to transition studies can improve one’s understanding of sustainable transition pathways.
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Rouillard, J. J., K. V. Heal, A. D. Reeves, and T. Ball. "Impact of institutions on flood policy learning." Water Policy 14, no. 2 (2011): 232–49. http://dx.doi.org/10.2166/wp.2011.249.
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Improving flood management is of fundamental importance to reduce human vulnerability to natural hazards, yet, policy reforms have been slow in many countries. To overcome inertia in our societies, the adaptive governance literature prescribes learning and collaboration. In this article, we examine how national institutions have influenced initiatives to improve flood policies in Scotland between the 1950s and 2000s. We use thematic analysis and historical process tracing to explore these relationships in parliamentary debates, policy documents and 16 interviews with national policy actors. Results suggest that the creation of an inclusive and deliberative national policy venue supported policy learning. The locus, nature and success of policy learning were highly dependent on rules regarding the allocation of resources within and between policy venues and political venues. Rules governing political venues have a significant influence on policy learning by allocating resources for policy learning and by opening or closing access to powerful decision-making processes such as the development of statutes. Therefore, improving policy learning and the adaptability of flood policies, requires attention to be given to the characteristics of policy venues, but also of political venues and to the relationship between policy and political venues.
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Pridham, Geoffrey. "Confining conditions and breaking with the past: Historical legacies and political learning in transitions to democracy." Democratization 7, no. 2 (2000): 36–64. http://dx.doi.org/10.1080/13510340008403659.
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Boiarska-Khomenko, Anna. "Adult Learning Development in Poland in the 20th Century." Comparative Professional Pedagogy 7, no. 4 (2017): 76–81. http://dx.doi.org/10.1515/rpp-2017-0053.
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Abstract The article presents a retrospective analysis of adult learning development in Poland in the 20th century. Based on the study and analysis of historical and pedagogical literature, normative documents of the official bodies of Polish government, the periodical press of the 20th century, several stages of adult learning development, in the particular historical period, have been determined: 1905–1913 years were defined by the legalization of educational institutions for adults, the search for new forms and methods of education, the involvement of a wide range of people; 1914–1945 was the stage of world wars that had led to the destruction of the adult learning system, which led to the decline of educational institutions; 1950–1960 years were characterized by the restoration of adult learning institutions, the adaptation to the new political system, a new approach to formulating the goals and objectives of adult learning; in the 70s and 80s of the 20th century, there was the cardinal rethinking of the goals and objectives of adult learning, educational institutions practiced new forms and methods of teaching, the idea of lifelong education was widespread in the society; the period of the end of the 20th century had initiated the integration of adult learning in Poland into the Common Educational Space, which contributed to the intensification of the theoretical substantiation and practical implementation of the international concepts of adult learning. Among the criteria for determining the stages, there were socio-political, socio-economic, organizational and pedagogical factors that led to the change of subjects, goals, objectives, content, principles, forms, methods of organizing adult learning in Poland in the 20th century. The historical and pedagogical features of each stage are shown, the influence of historical events on the formation and development of adult education in Poland is taken into account and analyzed. In accordance with each stage, the leading forms and methods of adult learning are have been determined. The peculiarities of the activity of adult learning institutions at all stages have been demonstrated. The disadvantages of the adult learning system, as well as the difficulties of its development, have been identified.
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Green, Jeffrey Edward. "On the Difference Between a Pupil and a Historian of Ideas." Journal of the Philosophy of History 6, no. 1 (2012): 84–110. http://dx.doi.org/10.1163/187226312x625618.
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Abstract This essay takes up the fundamental question of the proper place of history in the study of political thought through critical engagement with Mark Bevir’s seminal work, The Logic of the History of Ideas. While I accept the claim of Bevir, as well as of other exponents of the so-called “Cambridge School,” that there is a conceptual difference between historical and non-historical modes of reading past works of political philosophy, I resist the suggestion that this conceptual differentiation itself justifies the specialization, among practicing intellectuals, between historians of ideas and others who read political-philosophical texts non-historically. Over and against the figure of the historian of ideas, who interprets political thought only in the manner of a historian, I defend the ideal of the pupil, who in studying past traditions of political thought also seeks to extend and modify them in light of contemporary problems and concerns. Against Bevir, I argue that the mixture of historical and non-historical modes of learning, in the manner of the pupil, need not do damage to the historian of ideas’ commitment to scholarship that is non-anachronistic, objective, and non-indeterminate.
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Hamid, Abdul Rahman. "SEEDLING NATION’S CHARACTER THROUGH LEARNING HISTORY: LEARNING FROM EXILE CAMP OF BOVEN DIGOEL, PAPUA." Historia: Jurnal Pendidik dan Peneliti Sejarah 14, no. 1 (2012): 1. http://dx.doi.org/10.17509/historia.v14i1.1905.
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This article explains about the history of Boven Digoel Camp in its correlation with the formation of nation’s character. From 1927 to 1930s, colonial government had been exiling politic internees there. The aims is to control their thought and attitudes towards the government. During the exile, there were two diverse characters found, as the result, there were two groups of internees found, there who change their attitudes toward the governement and those who were consistent with their political attitudes.The change was very pragmatic; it was done in order to survive in the camps and with expectation to return to their hometowns safety. However, camp life had formed solidarity and diversity spirit among the internees who came from diverse region, ethnic, language and religion. Personal, ethnical, and political view point were gradually squeezed at one place. The ideal to be a nation was increasingly strengthened particularly when they were confronted to the discriminative policies of colonial administration. These various experiences were worthy lessons for us to reflect the transformation process of our nation, Indonesia which had scarcely and expensively paid by the internees which can serve as a source of curriculum content of historical education.
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Jay, Lightning, and Abby Reisman. "Teaching change and continuity with historical analogies." Social Studies Research and Practice 14, no. 1 (2019): 98–104. http://dx.doi.org/10.1108/ssrp-03-2019-0020.
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Purpose Historical analogies are everywhere in political discourse, but history teachers know to tread carefully. Even with relentless pressure to make history relevant, analogies can be as dangerous as they are appealing. On the one hand, cognitive research has showcased the usefulness of analogies in helping students distinguish between essential and superficial features of a phenomenon. On the other hand, historical knowledge does not easily boil down to core theorems or conceptual truths that hold constant across time and place. Comparing two moments in history does not expose an immutable law; rather, it creates a space to appreciate both what has changed and what has stayed the same. This paper aims to discuss this issue. Design/methodology/approach In this paper, the authors draw upon the research on document-based lessons to craft an academically rigorous, intellectually authentic and practical tool for teachers to address the connections between past and present in their classrooms. In the process of doing so, the authors scrutinize comparisons between the fascism of the 1930s and the contemporary populism of President Trump as presented in today’s media. Findings In this paper, the authors offer an instructional tool to support teachers in transforming pat and reductive analogies into opportunities for rich historical learning. The historical analogy lesson template revolves around a central question, engages students in careful document analysis and includes instructional scaffolds that assist students in assessing the similarities and differences between both sides of the analogy. Using this tool can help students better decipher political discourse and map current events onto historical processes of continuity and change. Originality/value Few tools exist to support teachers in facilitating rich learning about the connections between the past and present. As historical analogies are part of the language of political discourse, it is incumbent upon teachers to prepare students to understand and evaluate analogies in rich ways as part of the preparation for citizenship. The paper outlines a structure for teachers to approach these topics.
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Hoxha, Lulzim. "The impact of Albanian schools in the Nation-building process." European Journal of Social Sciences Education and Research 3, no. 1 (2015): 61. http://dx.doi.org/10.26417/ejser.v3i1.p61-65.
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Education is often perceived as an individual will of citizens to become part of the social edifice, in which they learn the history of their ancestors and their country despite of the political sphere. In this paper I’ll try to argue that not only education isn’t an independent category of knowledge, but also that the whole process of learning is marked and shaped by a given political goal, namely the construction of a solid social space which defines our political identity as members of a community. A further study of the historical contexts in which education gave birth to a unified social community will give an answer to the issue if education is a field deprived of any political argument but only objective truths, or if this field performs specific functions to unify a functionally divided society and its mission comes from outside the education system. This issue will be treated through a comparative analysis between two opposite scholars of nationalism such as Isa Blumi and Denisa Kostovicova. Firstly I’ll try to argue the impact of schools and mass education on the construction of national myths from the perspective of the contemporary theories of nationalism which will be explained in the discussion between the primordialist (learning has always existed and it contains historical truths despite of the political sphere with the final mission of nationally promoting mother tongue) and the instrumentalist (learning is shaped as a political instrument with a specific function) viewpoint.
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Zhumanova, А. "FEATURES OF THE PROCESS OF LEARNING FOREIGN LANGUAGE ABBREVIATIONS." BULLETIN Series of Philological Sciences 75, no. 1 (2021): 51–56. http://dx.doi.org/10.51889/2021-1.1728-7804.08.
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This article examines the issue of the origin of foreign language abbreviations. It allows the reader to understand the methods of using the abbreviation, both in everyday life and in the scientific environment. Enriching the vocabulary with new abbreviations is one of the most important factors in the language. Nowadays, when all languages have borrowed words, the concept of the meaning of abbreviations makes it possible to correctly and clearly reveal the essence of the content of any text. In addition, the main reasons of borrowing are the need to name a new phenomenon; specialization of the concept; relevance for a foreign language word; communicative relevance of the concept denoted by borrowed abbreviations. The emergence of foreign language abbreviations in a language is a continuous process influenced by socio-economic and political changes. Numerous abbreviation dictionaries provide the researcher with not only extensive lexical material, but also with cultural, historical, socio-political.
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O'Sullivan, Margo C. "The implications of political, socio‐economic and ideological factors for teaching and learning in Namibia: An historical review." Irish Educational Studies 23, no. 1 (2004): 1–15. http://dx.doi.org/10.1080/0332331040230104.
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Saito, Kohei. "Learning from Late Marx." Monthly Review 68, no. 5 (2016): 51. http://dx.doi.org/10.14452/mr-068-05-2016-09_5.
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Kevin B. Anderson, Marx at the Margins: On Nationalism, Ethnicity and Non-Western Societies, expanded edition (Chicago: University of Chicago Press, 2016), 344 pages, $25, paperback.Recent years have seen the development of a fresh area of research into Marx's critique of political economy, based on his previously unpublished economic manuscripts and notebooks, which have been made newly available in the updated edition of the complete works of Marx and Engels, the Marx-Engels-Gesamtausgabe (MEGA). Lucia Pradella published the first detailed analysis in English of Marx's London Notebooks, and Brill's Historical Materialism book series recently celebrated its hundredth volume with a translation of Marx's original manuscript for volume 3 of Capital, based on the new MEGA edition. The same series also published Heather Brown's Marx on Gender, which drew extensively on his late notebooks. And earlier this year, the second, expanded edition of Kevin Anderson's Marx at the Margins: On Nationalism, Ethnicity and Non-Western Societies appeared. The first edition of Anderson's book, published in 2010, inaugurated this new trend in Marxist studies, and it remains among the most important achievements in the field.Click here to purchase a PDF version of this article at the Monthly Review website.
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Sáez-Rosenkranz, Isidora. "La enseñanza de la historia en el currículum chileno de educación básica como reflejo del contexto político actual." Kultura-Społeczeństwo-Edukacja 10, no. 2 (2016): 9–22. http://dx.doi.org/10.14746/kse.2016.9.1.
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The aim of this article is to explain the characteristics on current History teaching proposed into the curriculum of primary education in Chile under the present social process. We employ Raymond Williams cultural materialism and specifically his categories on cultural products to apprehend the curriculum and link it to the context where it is pro duced. To do so, we use the historical method, and considering pedagogical and didactical elements. The documental corpus analyzed is conformed by the official documents guiding education but also other historical sources coming from the current political situation. The results on this analysis show that there is a curricular dichotomy between traditional history teaching based on events of national history and learning by rote and, current didactical proposals, which tend to develop historical thinking. This situation reflects the political tension on social demands and the institutional longstanding objectives for education.
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Kim, Deoksoon. "Learning Language, Learning Culture: Teaching Language to the Whole Student." ECNU Review of Education 3, no. 3 (2020): 519–41. http://dx.doi.org/10.1177/2096531120936693.
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Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others’ worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture. Originality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.
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Sawchuk, Peter. "Austerity and On-the-job Vocational Learning." International Journal of Adult Vocational Education and Technology 4, no. 3 (2013): 44–56. http://dx.doi.org/10.4018/ijavet.2013070105.
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This article seeks to contribute to an understanding of questions regarding on-the-job vocational learning, power, and technological change in the context of dynamic notions of knowledge economy and contemporary public sector austerity in the West based on a “mind in political economy” approach inspired by the Cultural Historical Activity Theory tradition. It draws on recently completed analysis of public sector human services work (welfare benefits delivery work in Ontario, Canada) based on a seven year mixed-methods study (learning life-history interviews n=75; survey n=339). It seeks to explain the emergence of difference between the on-the-job vocational learning of newcomers and veteran workers. The conclusion suggests that structural changes to economies, sectors and organizations, often revolving around new forms of advanced technology, may initiate a process of contestation, appropriation, accommodation and consent that must be actively accomplished by inter-generational dynamics amongst workers within activity.
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Kaufman, Jason Andrew. "Politics as Social Learning: Policy Experts, Political Mobilization, and AIDS Preventive Policy." Journal of Policy History 10, no. 3 (1998): 289–329. http://dx.doi.org/10.1017/s0898030600005698.
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In a world increasingly dominated by high technology and esoteric scientific knowledge it is not surprising that political scientists and sociologists have begun to ask what role experts and specialists play in the policymaking process. Inaugurated almost a century ago by Weber's seminal essay on bureaucracy and the rationalization of authority, this issue was subsequently developed out of neo-Marxist debates over the relative autonomy of the state into a more explicitly state-centered perspective. Though state-centered theorists have not abandoned pluralism altogether, bureaucrats and policy experts have increasingly taken center stage in policy analyses. These state actors are portrayed as “policy experts,” free from political pressure, focused on making policy recommendations based on the most up-to-date knowledge of the field. Instead of pursuing votes and campaign money, policy experts seek the most efficient answers to social problems, a rationalized process of positivistic scientific inquiry and experiential learning. In most areas of public policymaking, this boils down to the reductive analysis of prior, presumably analogous, policy outcomes, drawing lessons for the future from the successes and failures of the past. Seen from this perspective, policymaking is portrayed as “a deliberate attempt to adjust the goals or techniques of policy in response to past experience and new information.” History thus not only transforms state capacities (as in historical institutionalist accounts) but alsodirectlyeffects the ways in which policymakers think about social problems. Political scientists refer to this as a “social learning” process.
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Alsuwaida, Nouf. "Women’s Education In Saudi Arabia." Journal of International Education Research (JIER) 12, no. 4 (2016): 111–18. http://dx.doi.org/10.19030/jier.v12i4.9796.
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This paper discusses the historical, political, ideological (value), and government policies of women’s education in Saudi Arabia implicated within teaching and learning, how women’s higher education has changed over time in the realm of Saudi cultural traditions and religious norms. It also highlights the golden era of women's higher education. This paper presets a feminist theoretical framework.
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SHRYOCK, ANDREW. "Hospitality Lessons: Learning the Shared Language of Derrida and the Balga Bedouin." Paragraph 32, no. 1 (2009): 32–50. http://dx.doi.org/10.3366/e026483340900039x.
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This essay explores thematic overlaps in Jacques Derrida's writings on hospitality and stories of hospitality told by Balga Bedouin in Jordan. Why do these overlaps exist? What produces them? What can these likenesses tell us about the relationship between hospitality, politics and moral reasoning? Juxtaposing an exemplary Jordanian tale of hospitality with motifs and claims central to Derrida's work, I argue that a shared and second language pervades this material. The language in question grows out of real historical relations, but it is also rooted in a desire, keenly felt among metropolitan political theorists and Bedouin social philosophers alike, to locate human interaction in idealized spaces that transcend the political and moral systems in which we live. Playing on contradictory themes of welcome and trespass, hospitality is a rich medium in which to imagine worlds that are more open, and more vulnerable, to Others.
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Sumardiansyah, Sumardiansyah. "Paradigma dalam Pembelajaran Sejarah Kontroversi." Jurnal Pendidikan Sejarah 4, no. 2 (2017): 77. http://dx.doi.org/10.21009/jps.042.08.
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After the fallen of the new order era, social-political structures has been supporting the born of new claims or interpretations towards the so-called-and-believed history. Some historical themes have been discussed, reviewed and re-narrated in new interpretation and perspective. This is marked with the issuance of new books, the emergence of new ideas, as well as findings of recent facts and data. This phenomenon has emerged with its pro and contra among historians, teachers and general society, then later leads to a new found term as controversial history.This article aims to discuss the paradigm of learning the controversial history study, that includes what is controversial history study itself, the urgency of historical learning, as well as models, approaches, and strategies used by teachers in the face of controversial history learning. Controversial history is an interesting theme in classroom history learning since it can stimulates learners to practice their logical, critical, and creative thinking. Full understanding and in-depth material for a history teacher is absolutely necessary here, other than the ability to manage learning in didactic-methodical. Research based methods used a qualitative approach, in which the resources obtained throught literature review.
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Levy, Jack S. "Learning and foreign policy: sweeping a conceptual minefield." International Organization 48, no. 2 (1994): 279–312. http://dx.doi.org/10.1017/s0020818300028198.
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Do political leaders learn from historical experience, and do the lessons of history influence their foreign policy preferences and decisions? It appears that decision makers are always seeking to avoid the failures of the past and that generals are always fighting the last war. The “lessons of Munich” were invoked by Harry Truman in Korea, Anthony Eden in Suez, John Kennedy in the Cuban Missile Crisis, Lyndon Johnson in Vietnam, and George Bush in the Persian Gulf War. The “lessons of Korea” influenced American debates about Indochina, and the “lessons of Vietnam” were advanced in debates about crises in the Persian Gulf and in Bosnia. Statesmen at Versailles sought to avoid the mistakes of Vienna and those at Bretton Woods, the errors of the Great Depression. Masada still moves the Israelis, and Kosovo drives the Serbs. Inferences from experience and the myths that accompany them often have a far greater impact on policy than is warranted by standard rules of evidence. As J. Steinberg argues, in words that apply equally well to the Munich analogy and the Vietnam syndrome, memories of the British capture of the neutral Danish fleet at Copenhagen in 1807 (the “Copenhagen complex”) “seeped into men's perceptions and became part of the vocabulary of political life,” and it influenced German decision making for a century.
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Mutch, Carol. "Values Education in New Zealand: Old Ideas in New Garb." Citizenship, Social and Economics Education 4, no. 1 (2000): 1–10. http://dx.doi.org/10.2304/csee.2000.4.1.1.
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In the new social studies curriculum in New Zealand, values exploration is one of the three prescribed ways to approach social studies teaching and learning. This paper provides background discussion of approaches to values education and sets the renewed interest in New Zealand into the historical, social and political context before outlining the particular approach selected by the New Zealand curriculum writers.
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MacNaughton, Glenda. "Silenced Voices: Learning about Early Childhood Programs in the South East Asian Region." Australasian Journal of Early Childhood 21, no. 3 (1996): 33–40. http://dx.doi.org/10.1177/183693919602100308.
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This articles explores the influences of political, cultural, historical and economic dynamics of the Asian region on what can be learnt about the region by English-speaking Australians and, therefore, for what can reasonably be known and said about early childhood programs by them. In doing so, it shows that learning about early childhood programs in the Asian region involves two levels of learning: learning about and learning what can be learnt about these services. The article concludes with suggestions for how English-speaking Australians might begin the process of learning about early childhood programs in the Asian region. The countries of the Pacific Rim [including Australia] face many common issues and problems in the provision of early childhood education. A great deal could be learned through international dialogue and collaborative research. (Feeney 1992, p.314) This articles explores the political and practical challenges and possibilities monolingual, English-speaking Australians face in taking up Feeney's suggestion to become involved in cross-cultural exchanges with early childhood colleagues in the Asian region.
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Bigelow, Martha, and Patsy Vinogradov. "Teaching Adult Second Language Learners Who Are Emergent Readers." Annual Review of Applied Linguistics 31 (March 2011): 120–36. http://dx.doi.org/10.1017/s0267190511000109.
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Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.
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McClimens, Alex, and Peter Allmark. "A problem with inclusion in learning disability research." Nursing Ethics 18, no. 5 (2011): 633–39. http://dx.doi.org/10.1177/0969733011404588.
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People with severe learning disability are particularly difficult to include in the research process. As a result, researchers may be tempted to focus on those with learning disability who can be included. The problem is exacerbated in this field as the political agenda of inclusion and involvement is driven by those people with learning disability who are the higher functioning. To overcome this we should first detach the notion of consent from ideas about autonomy and think instead of it as a way to avoid wronging others; this fits the original historical use of consent in research. This allows us to think in terms of including participants to the best of their abilities rather than in terms of a threshold of autonomy. Researchers could then use imaginative ways to include the least able and to ensure they are not wronged in research or by exclusion from it.
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Raisovna Sagitova, Rimma, Evgeniya Vladimirovna Gutman, Bulat Ildarovich Fakhrutdinov, and Raikhana Ibragimovna Turkhanova. "FORMATION OF THE CONCEPT OF SELF-EDUCATION IN THE HISTORY OF RUSSIAN AND FOREIGN PEDAGOGY." Humanities & Social Sciences Reviews 7, no. 6 (2019): 28–32. http://dx.doi.org/10.18510/hssr.2019.767.
Full textAbstract:
Purpose of the study: The problems of the self-education of the person, the organization of his/her self-directed activity have deep historical roots and considered to be one of those pedagogical problems that have remained relevant regardless of certain historical conditions, being the focus of researchers for almost a century and a half. The authors have analyzed the concept of self-directed learning in Russian and foreign pedagogy, introduced the formation of self-education in domestic and foreign pedagogical science and identified the essential characteristics of self-education in different historical periods.
 Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, historical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; the method of the unity of historical and logical consideration of pedagogical phenomena.
 Results: The historical retrospective of processes of formation of self-education presented in the context of social development shows that essential characteristics of self-education are caused by a set of historical, economic, political and social factors including the entire logic of development of education in general. The author defines the essence of self-education in the context of a new paradigm of development of education – Life-Long Learning.
 Applications of this study: This research can be used for the universities, teachers, and students.
 Novelty/Originality of this study: In this research, the model of the Formation of the Concept of Self-Education in the History of Russian and Foreign Pedagogy is presented in a comprehensive and complete manner.
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Halfmann, Drew. "Political Institutions and the Comparative Medicalization of Abortion." Journal of Health and Social Behavior 60, no. 2 (2019): 138–52. http://dx.doi.org/10.1177/0022146519843935.
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Comparative-historical research on medicalization is rare and, perhaps for that reason, largely ignores political institutions, which tend to vary more across countries than within them. This article proposes a political-institutional theory of medicalization in which health care policy legacies, political decentralization, and constitutionalism shape the preferences, discourses, strategies, and influence of actors that seek or resist medicalization. The theory helps explain why abortion has been more medicalized in Britain than the United States. The analysis finds that the American medical profession, unlike its British counterpart, focused on defending private medicine rather than protecting its power to “diagnose” the medical necessity of abortions; that American political decentralization aided the establishment of abortion on request by encouraging strategic innovation and learning that shaped social movement strategies, medical issue avoidance, and the growth of nonhospital clinics; and finally, that constitutionalism promoted rights discourses that partially crowded out medical ones.
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Fetter, Bruna. "Documenta 14: What can we still learn from art?" PORTO ARTE: Revista de Artes Visuais 22, no. 37 (2017): 289. http://dx.doi.org/10.22456/2179-8001.80137.
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Under praise and many controversies, documenta 14, with Polish Adam Szymczyk as its art director, was marked by a strong curatorial discourse. Divided between its usual location in the German city of Kassel and the capital of Greece, the great show used the motto “Learning from Athens” to present a political approach that debated complex discussions of contemporaneity while questioning historical narratives on art.
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Tréguer, Félix, Dominique Trudel, and Mélanie Dulong de Rosnay. "Learning from the history of alternative communication networks." Journal of Alternative & Community Media 5, no. 1 (2020): 9–26. http://dx.doi.org/10.1386/joacm_00072_1.
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This article explores the legal, economic and governance challenges to the sustainability of contemporary alternative Community Networks by drawing lessons and parallels from eight historical precedents. Building on academic literature related to alternative and community media, the article lays out an encompassing definition of alternative networks (or ‘alternets’) and develops a multidisciplinary approach to comparative history. After briefly presenting eight case studies (three independent telephone networks of the late nineteenth century; three Free Radios of the 1950s, 1960s and 1970s; two Community Networks providing Internet access in the 1990s), the article then draws from these case studies to identify key recurring challenges that can inform present-day initiatives, namely, the articulation of local community with global connectivity, the development of political advocacy capacities aimed at influencing the law and technology, the creation of appropriate resources aimed at resisting co-optation, and the need to build collective cohesion and mechanisms to handle disagreements.
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Hanusch, Frederic, and Frank Biermann. "Deep-time organizations: Learning institutional longevity from history." Anthropocene Review 7, no. 1 (2019): 19–41. http://dx.doi.org/10.1177/2053019619886670.
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The Anthropocene as a new planetary epoch has brought to the foreground the deep-time interconnections of human agency with the earth system. Yet despite this recognition of strong temporal interdependencies, we still lack understanding of how societal and political organizations can manage interconnections that span several centuries and dozens of generations. This study pioneers the analysis of what we call “deep-time organizations.” We provide detailed comparative historical analyses of some of the oldest existing organizations worldwide from a variety of sectors, from the world’s oldest bank (Sveriges Riksbank) to the world’s oldest university (University of Al Quaraouiyine) and the world’s oldest dynasty (Imperial House of Japan). Based on our analysis, we formulate 12 initial design principles that could lay, if supported by further empirical research along similar lines, the basis for the construction and design of “deep-time organizations” for long-term challenges of earth system governance and planetary stewardship.
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Cosumov, Marina. "Extracurricular Education And Education In The Republic Of Moldova. Context: Social, Political, Economic, Educational." Review of Artistic Education 22, no. 1 (2021): 296–300. http://dx.doi.org/10.2478/rae-2021-0037.
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Abstract Education in contemporary society is a strategic resource for sustainable human development, in a space and time determined from a historical, political, cultural, socioeconomic point of view, etc. Lifelong learning has become a fundamental requirement of society under these conditions. Learning to learn and wanting to continually improve are requirements of lifelong learning; responding to them, man learns to be receptive to change, able to anticipate and adapt to them, offering himself as a participant in the process of social evolution due to his intellectual and moral autonomy. The design, organization, functioning and development of the education system in the Republic of Moldova aims at the complementary quality of extracurricular education that takes place in educational institutions and aims to develop the cognitive, affective and action potential of children and young people, to respond to their interests and options for free and its ability to provide additional opportunities for information, documentation, communication, development, social inclusion and self-realization.
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Walonen, Michael K. "Applying Geocritical Theory to the Study Abroad Learning Experience." Frontiers: The Interdisciplinary Journal of Study Abroad 25, no. 1 (2015): 37–46. http://dx.doi.org/10.36366/frontiers.v25i1.343.
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In the face of the almost four-fold increase in study abroad participation over the past seven years, it is imperative to ask some pressing questions regarding how to optimize the study abroad experience, ensuring that students move beyond a superficially touristic mode of uninformed impressionistic response to their host locale into a more sophisticated engagement with its complex social, political, historical, and cultural particularities. In this spirit, this article presents an essay, which will use geocritical theory to inquire into the pedagogical uses and larger social functioning of texts that represent the places to which study abroad students flock in search of knowledge and experience. In doing so, it will ask what are some of the ways texts and the places they represent relate to each other, how do texts set up horizons of expectations regarding places to be encountered, and, as a function of these, how might these texts best be put to use in a study abroad educational context?
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Johnson, Markes. "Uses of History in an Historical Science: Learning from Traditions in Geology." Earth Sciences History 8, no. 1 (1989): 51–54. http://dx.doi.org/10.17704/eshi.8.1.12625rl138570855.
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Different academic disciplines are affected by their history and react toward history in various and sometimes changeable ways. Geology is by far the most historical science in its operational approach to problem solving. Religious, cultural, and political overtones undeniably permeated many aspects of unfolding geological thought during the last few centuries. Despite these influences, the sustained success of applied geology as a predictive tool for the location of natural resources has generated a highly tolerant climate for pure geological research within a broad array of societal systems. Thus, the main influence of history on the continuing evolution of the discipline has been supportive in a remarkably steady way. Geologists tend to react to their history conservatively, seeking no realignments. This relationship is underscored by the fact that the discipline of geology entered the academic arena only after proving itself in the practical world. Geologists were once the unchallenged students of their own history. Historians of science now claim an increasing, if not exclusive role as interpreters of the more subtle inter-relationships between science and society. Practicing geologists will continue their indulgence in history, however, if only to find a measure of continuity in their work, learn moral lessons about the conduct of their science, and gain valuable career perspective.
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MacKay, Joseph. "Rethinking Hierarchies in East Asian Historical IR." Journal of Global Security Studies 4, no. 4 (2018): 598–611. http://dx.doi.org/10.1093/jogss/ogy028.
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Abstract International relations (IR) has seen a proliferation of recent research on both international hierarchies as such and on historical IR in (often hierarchical) East Asia. This article takes stock of insights from East Asian hierarchies for the study of international hierarchy as such. I argue for and defend an explanatory approach emphasizing repertoires or toolkits of hierarchical super- and subordination. Historical hierarchies surrounding China took multiple dynastic forms. I emphasize two dimensions of variation. First, hierarchy-building occurs in dialogue between cores and peripheries. Variation in these relationships proliferated multiple arrangements for hierarchical influence and rule. Second, Sinocentric hierarchies varied widely over time, in ways that suggest learning. Successive Chinese dynasties both emulated the successes and avoided the pitfalls of the past, adapting their ideologies and strategies for rule to varying circumstances by recombining past political repertoires to build new ones. Taken together, these phenomena suggest new lines of inquiry for research on hierarchies in IR.
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Harris, Ian. "Poisoning the Minds of the Lower Orders. By Don Herzog. Princeton, NJ: Princeton University Press, 1998. 559p. $29.95." American Political Science Review 95, no. 2 (2001): 465–66. http://dx.doi.org/10.1017/s0003055401262029.
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Readers of Don Herzog's earlier volumes, Happy Slaves (1989) and Without Foundations (1985), will know that they should expect a bracing time when they open his books. They will not be disappointed. This is, without a doubt, a book buoyant in tone and in content. It marks a new departure in the author's manner of writing, displays a wide historical learning, and shows a striking lack of cant in its attitude toward political thought.
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Hayati, A. Majid, and Amir Mashhadi. "Language planning and language-in-education policy in Iran." Language Problems and Language Planning 34, no. 1 (2010): 24–42. http://dx.doi.org/10.1075/lplp.34.1.02hay.
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This paper explores the effects of different political ideologies on language, using as examples three historical stages and three political periods in the history of Iran, and the differing policies adopted in these eras concerning language and language education. Over the years, political ideologies have served as a barrier as well as a contributor to language use (whether first or foreign) and to language teaching. The paper then turns to explore local language policies and the status of the Persian language in the modern era, focusing particularly on foreign language teaching policies after the Islamic revolution and their implications for teaching and learning activities and practices in Iran’s educational system. Finally, using several Iranian political periods as an example, this study demonstrates how globalization has influenced the teaching of foreign languages, especially English.
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Johnson, Henry C. "“Down from the Mountain”: Secularization and the Higher Learning in America." Review of Politics 54, no. 4 (1992): 551–88. http://dx.doi.org/10.1017/s0034670500016065.
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At the turn of the century, American higher educational institutions were rapidly divesting themselves of their religious content and functions. The conscious attempt of the University of Illinois to separate itself from its fifty years of vaguely Protestant Christianity was representative of this process, which was, in fact, the final chapter in the gradual secularization of the higher learning that had prevailed in the Western European tradition for some eight hundred years. Fully to understand these developments entails a historical analysis of the complex and dialectical cultural and political changes that brought them about, including a critical definition of secularization as a way of thinking and as a social-political program. The practical problem, it is argued, is located in the post-Reformation tendency to confuse an institution of higher learning with a local church, the Yale experience furnishing an instructive example of this confusion. The result was a religious demand the university could not meet and a corresponding withdrawal of religion to a merely pastoral and psychological strategy in place of its former substantive intellectual role. Thanks to the “Kantian defense,” neither orthodoxy nor the new liberal Christianity (which might have been seen as a candidate to replace it in academe) any longer needed the university, both having retired to a safer autonomy. The resulting dilemma, that to be religious hampers learning, and that to be learned entails at least religious neutrality if not its complete abandonment, persists in present day conflicts over the role of religion in our educational institutions at all levels.
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Hastie, Amelie. "The Vulnerable Spectator." Film Quarterly 72, no. 2 (2018): 81–84. http://dx.doi.org/10.1525/fq.2018.72.2.81.
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The 1970s ushered in a new cinephilic culture for viewers. In reviewing the films of this era, columnist Amelie Hastie is struck by their resonance for our current political realities and concerns surrounding civil rights, governmental authority, and personal surveillance. To the author, revisiting or integrating the 1970s into contemporary film culture is a political act born out of resistance to both present-day politics and historical narratives. Through her discussion of films including Spike Lee's BlacKkKlansman, Gordon Parks's The Learning Tree, Barbara Loden's Wanda, and Diane Kurys's Peppermint Soda, Hastie finds a welcome response to the current era of grotesque political nostalgia enamored with the “greatness” of oppression, including the slavery of African Americans, the internment of immigrants, and the stripping of women's power.
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O’TOOLE, MICHAEL. "“Nothing Happened Without Music”: Teaching and Learning the Anatolian Bağlama in Berlin." Yearbook for Traditional Music 51 (November 2019): 167–85. http://dx.doi.org/10.1017/ytm.2019.5.
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In his article “The Ethnomusicology of Music Learning and Teaching,” Timothy Rice argues that the practices of teaching and learning music are fundamental to the ways in which music is conceptualised, transmitted, and invested with symbolic meanings (2003). Ethnomusicologists studying music and diaspora have also drawn attention to the significance of music education as a key medium for the construction and maintenance of diasporic identities.1 In diasporic communities, music education can be a principal means for transmitting perspectives on the historical and political forces that have shaped the diaspora and for developing the linguistic and cultural competency of younger generations. Music schools and other institutions of musical learning can also play important roles in the public representation of diasporic communities and in articulating the relationship of the diaspora to the linguistic, musical, religious, and national heritage of its perceived homeland.
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Burawoy, Michael. "Disciplinary Mosaic: The Case of Canadian Sociology." Canadian Journal of Sociology 34, no. 3 (2009): 869–86. http://dx.doi.org/10.29173/cjs6437.
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The absence of any dynamic quality to the Canadian political system could probably in a large measure be attributed to its separation from the world of higher learning. The association of the intellectuals with the bureaucracy of government is clear enough. However expert they may be, or however many insights they may have into the historical processes, however well they might uncover the evolution of Canadian self-government, they remain aloof and objective. The dynamic dialogue so essential to social change and development can come only from scholarly intellectuals. The intellectuals of the mass media world have no disciplined training, and are unlikely to provide the dialogue. Far from contributing to the dialogue, intellectuals of the higher learning have done their best to mute it. 
 John Porter, The Vertical Mosaic (1965)
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Lodge, Wilton. "Confronting repressive ideologies with critical pedagogy in science classrooms." Cultural Studies of Science Education 16, no. 2 (2021): 609–20. http://dx.doi.org/10.1007/s11422-021-10047-7.
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AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.
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Hernandez, Kortney. "Can the subaltern be seen? Photographic colonialism in service learning." Qualitative Research Journal 18, no. 2 (2018): 190–97. http://dx.doi.org/10.1108/qrj-d-17-00051.
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Purpose The purpose of this paper is to examine the unaddressed phenomenon of photographic colonialism using service learning to illustrate the way in which photos and visual imagery are allowed to go unchallenged within educational media and qualitative research. Design/methodology/approach This essay draws on Gayatri Chakravorty Spivak’s seminal essay to ask: “Can the subaltern be seen?” By so doing, it explores the manner in which photography produced from a Eurocentric gaze re-presents and speaks for the subaltern, particularly within the context of qualitative research and educational photos displayed in the colonizer’s image. Findings The colonizing impact of photographic methods also permits for the washing away of cultural, historical, and political responsibility for the plight faced by the subaltern. Originality/value This paper, moreover, seeks to challenge and disrupt the ways in which we accept, ignore, deny, and standby when photos of the subaltern are used to perpetuate the coloniality of power (Quijano, 2000), despite post-colonial claims.
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Merok Paulsen, Jan, Olof Johansson, Lejf Moos, Elisabet Nihlfors, and Mika Risku. "Superintendent leadership under shifting governance regimes." International Journal of Educational Management 28, no. 7 (2014): 812–22. http://dx.doi.org/10.1108/ijem-07-2013-0103.
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Purpose – The purpose of this paper is to analyse the superintendent position, its relation to the local political system and the function as superior of principals in the school district in order to illuminate important district-level conditions for student learning. Influences from historical legacies and policy cultures are investigated by means of cross-country case analyses. Design/methodology/approach – This paper is based on data from national surveys of superintendent leadership in Sweden, Denmark, Finland and Norway. Findings – A key point is the observation of a mix-mode system of hard and soft governance. Municipalities, schools, teachers and pupils are – in different degrees across the Nordic countries – subjected to external evaluation and assessment by central control agencies, where the streams of reports, assessments and performance data are assembled. However, shifts in the governance systems are only modestly reflected in the self-reports on the superintendents’ role. Overall, superintendents in the cases express a self-preferred leadership style as professional learning facilitators who focus on pupil orientation, which positions the superintendent in “crossfires” between conflicting stakeholder demands. Research limitations/implications – The paper reinforces the importance of superintendent leadership in local school governance. It underscores the importance that superintendents facilitate learning conditions for school leaders, teachers and students, which we see as a promising path for further research. Originality/value – The paper provides empirical evidence regarding superintendent leadership situated in local social and political contexts within the Nordic countries. The cross-country analysis illuminates how path-pendent historical legacies mediate current reform trends.
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Neumann, Miroslav. "Representation of Medieval Realia in PC game: Kingdom Come: Deliverance." Czech-polish historical and pedagogical journal 11, no. 2 (2019): 69–76. http://dx.doi.org/10.5817/cphpj-2019-020.
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The study describes the Czech computer game Kingdom Come: Deliverance and the scale of its historical depiction of medieval realia. The well-known title is set in the medieval Czech Kingdom in 1403 and the player is presented with a complex world where he has to survive, acquire the game mechanics and complete historically inspired quests within and besides the main storyline. In this study, we will present various historical aspects of the game, such as political background, geographical setting, social depiction of the part of medieval Bohemia, late medieval armour and weapons in comparison with reality. Kingdom Come: Deliverance is sometimes referred to as a medieval simulator or a learning tool, based on its effort to realistically demonstrate history.