One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but addresses broader (...) concerns in medicine and healthcare. The UNESCO draft declaration has some minor weaknesses, but on the whole, the strengths outweigh the weaknesses. One weakness is that some items in the draft are stated in a way that is too restrictive, thereby appearing to rule out legitimate activities. A strength of the Declaration is that it is relatively brief, yet at the same time contains sufficient detail to make it something more than a rehearsal of mere pieties. As the most recent of the numerous bioethics and human rights documents, the UNESCO draft draws on many of the earlier documents and also includes some of the most recent thinking about ethical norms and obligations. Perhaps its greatest strength lies not in details of the principles or their implementation, but rather in its stature as an international declaration issued by a United Nations organization. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

A la fin du XIXe siècle, le progrès des sciences et des techniques parut ouvrir une ère de bonheur où l'homme, délivré des tâches serviles et de toutes les superstitions, serait enfin le maître de la nature et de son propre destin. Mais le XXe siècle ne tint pas ces promesses. Certes, le progrès des sciences a fait reculer la mortalité infantile et allonger l'espérance de vie. Les nouveaux moyens de communication ont permis la circulation rapide d'informations autour du globe. (...) Mais notre environnement est menacé par toutes sortes de déchets. La biologie a ouvert des voies effrayantes. l'automatisation a bouleversé le monde du travail. La nécessité de former des scientifiques pour créer et maîtriser ces nouveaux outils a fait reculer la culture classique. De tels changements ont obscurci les repères traditionnels, les esprits sont déroutés, le sens est en crise. A l'entrée du troisième millénaire, l'Académie d'Education et d'Etudes sociales ne pouvait laisser ces questions dans l'ombre : elles sont trop souvent l'objet de débats plus passionnés que fondés et raisonnés. La science menace-t-elle l'homme et son environnement? Pèse-t-elle sur la cohésion sociale et la démocratie? Quelle est sa place dans la culture, à côté de la philosophie? Comment le chrétien se situe-t-il dans ce monde scientifique et technique? Par une étude raisonnée de ces questions, l'AES souhaite délivrer un message d'espoir et de confiance, et contribuer à mettre le développement scientifique et technique au service de l'homme, suivant la parole de l'Ecclésiastique : " Le Très-Haut a donné à l'homme le savoir pour être glorifié dans ses merveilles " (17,8). (shrink)

Transnational higher education (TNHE) has been characterised as a crude form of market-driven internationalisation, often targeting immobile student populations in countries with high demand for international academic degrees. In response to recent scholarship on the role of higher education internationalisation in facilitating and producing diasporic networks, this study examines its inverse: how TNHE services existing diasporic communities in situ by mobilising institutions across borders rather than student bodies. It specifically examines these dynamics within the United Arab Emirates (UAE), (...) simultaneously host to one of the largest concentrations of TNHE globally and a five million-member diasporic community of long-term, yet impermanent residents from South Asia. Drawing on interviews with South Asian students in undergraduate degree programmes at three British international branch campuses (IBCs), it explores how students perceive their IBCs as strategic sources of valuable degree capitals for enhancing employment opportunities in the UAE and securing against precarity and uncertain futures as perpetually impermanent residents. The research implicates the role of TNHE in diaspora policymaking, asking how IBCs function as an extension of a limited social contract between a diasporic community and its ‘host’ state. (shrink)

In this volume philosophers from throughout the Asia-Pacific region discuss a wide range of topics related to the development of democratic values and ways of life. The papers explore ideas, values and practices related to democracy from the different perspectives of the great religious and philosophical traditions of Asia, as well as considering both philosophical issues and the place of philosophy in a democratic society. While the contributors represent different philosophical traditions, they are connected through a common concern with humanity, (...) a belief in the value of philosophical inquiry and scholarship and by a commitment to the value of philosophy education in building and sustaining democracy. (shrink)

As the editors of the series, New Literary Theory, proclaim in the preface of the book, the purpose of the series is to make more room in literary theory for playful and accessible approaches to li...