By Dimitris Mattheou (auth.), Dimitris Mattheou (eds.)
Analyzing academic landscapes – the basic values, ideas and associations of the field – is a hugely advanced and important activity for any researcher. Like moving barren region sands, those elements of schooling are in a continuing nation of flux, altering in keeping with the unpredictable monetary, social, cultural and geo-political conditions of overdue modernity. Key elements of the complicated, fluid and multifarious modern surroundings can continually break out the researcher’s unavoidably selective statement. The participants to this publication percentage the view that it's clever, consequently, to consider different people’s rules, perceptions and views, to match notes and replicate significantly on them. hence the papers awarded listed here are a severe and comparative research of today’s altering academic landscapes. they're an exploration of a few of the forces and elements that result in those alterations, and in addition learn a few of their most important implications. The paintings takes a clean examine got ideology and institutional practices and delineates the more and more internationalized academic discourses and rules. between different issues, the booklet discusses the obsession with caliber in schooling and the choice perceptions of academic equality; the emerging situation on the hindrances to actually multicultural schooling, and the talk in regards to the epistemological foundations either one of wisdom and information creation. Underlying the entire papers within the booklet is the authors’ purpose to reinforce our realizing of academic switch during this period of transition and to extra our appreciation of its multifaceted expressions internationally.
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Extra resources for Changing Educational Landscapes: Educational Policies, Schooling Systems and Higher Education - a comparative perspective
Athens: Livanis (in Greek). Mattheou, D. (2004). Marketing a New Institutional Identity for the University in Europe. The Bologna Process and the National Context. , Wiborg, S. (eds), Education Across Borders – Comparative Studies. Oslo: Didakta. Mazower, M. (2001). Dark Continent: Europe’s Twentieth Century. Athens: Alexandria (in Greek). Popper, K. (1972). Conjectures and Refutations. The Growth of Scientific Knowledge. London: Routledge and Kegan Paul. Weiler, H. (2001). Knowledge, Politics, and the Future of Higher Education: Critical Observations on a Worldwide Transformation.
Also see CEC 1995 and CEC 1997). There is less emphasis on certain other types of knowledge, educational culture, and training, which since ancient Greece have been intrinsic in Western civilization, the Western educational tradition, and the Western ideal of the educated human being, to wit: paideia (in Greek), culture (in French), Bildung (in German), “culture” (in English), particularly what in our reflective encounter with the Greeks, we have called the paideia/pedagogy of the soul (psychagogia); moral and aesthetic knowledge; the cultivation of ethical dispositions, the emotions, values, and civic virtues; in other words education and knowledge befitting a human being.
This complex and confusing climate of opinion prevents finding out what the right education should aim at; whether it should aim at things useful in life (ta chresima pros ton vion) or at those conducive to virtue or at dispensable ornamental accomplishments (Aristotle 1987 Politika, 1337a, 27–37, 1337b, 1–5). In the same text, Aristotle articulated his own ideas about paideia, the type of education that befitted a “free citizen” of the Greek polis, in Aristotle’s terminology the zoon politikon (“political animal”).