Disturbed by these acrimonious arguments, the authors - former colleagues and university-press board members - embarked on an ambitious project to reexamine a number of major literary and philosophical works dealing with the liberal arts and education. With their discussions ranging from Plato to Rousseau, from Cicero to Vico, from Erasmus to Matthew Arnold, Sousa and Weinsheimer offer not a history of education philosophy but an examination of the present.

BackgroundProphylactic Bilateral Salpingo-Oophorectomy reduces the risk of developing ovarian cancer. However, the psychological mechanisms that may affect post-surgery Quality of Life among patients who underwent PBSO are still largely unknown. Thus, this study aimed at exploring the direct and indirect associations of satisfaction with medical communication and cancer anxiety on post-surgery QoL among women at high risk of developing ovarian cancer.MethodFifty-nine women who underwent PBSO took part in this cross-sectional study, filling out a sociodemographic and clinical questionnaire, a battery of (...) validated psychological measures and an ad hoc developed scale for the assessment of cancer anxiety. We first examined the correlations among all variables of interest, and then tested if cancer anxiety mediated the association between satisfaction with medical communication and post-surgery psychological QoL, controlling both for time from surgery and education.ResultsPost-surgery psychological QoL was unrelated from any sociodemographic or clinical variable. Cancer anxiety had a significant direct negative effect on psychological QoL, while satisfaction with medical communication had a significant positive direct effect on it. Finally, cancer anxiety significantly mediated the association between satisfaction with medical communication and post-surgery psychological QoL.DiscussionResults suggest that post-surgery psychological QoL of patients who underwent PBSO may be increased with interventions, delivered in a genetic counselling setting, targeting quality of medical communication and cancer anxiety. (shrink)

Comparative Education examines the common problems facing education systems around the world as the result of global economic, social, and cultural forces. Issues related to the governance, financing, provision, processes, and outcomes of education systems for differently situated social groups are described and analyzed in specific regional, national, and local contexts.

There is a dire need today to create spaces in which people can make meaning of their existence in the world, abiding by cultural frameworks and practices that acknowledge and validate a meaningful existence for all. People are not just isolated individuals but are connected in diverse ways with other persons within our natural and social environment which is part of the whole universe. The African philosophy of uBuntu or humaneness is re-emerging for its timely relevance and potential as indispensable (...) in our quest for global citizenship, peace, and mutual understanding in securing sustainable human development in the broader ecosystem. Comparative educationists have the challenge to devise theoretical frameworks, epistemological and pedagogical constructs as well as pragmatic, useful and effective ways of promoting the virtues of compassion and recognition of our common humanity in eliminating the ills of domination and control that are guided by greed, hatred, jealousy, and intolerance. Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu paves the way for a better understanding of the critical importance of the collective search and endeavor towards achieving the virtues of nonviolence, peace, shared values of living together, global citizenship, improved quality of life for all and a better appreciation of the positive implications of interdependence. (shrink)

_Comparative Education: A Field in Discussion_ is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s.

Sparked by global capitalism’s demand for new knowledge and new commodities, as well as new logistical systems to deliver them, the nature of education has changed significantly. Universities, in striving to become a part of this knowledge society, have focused on responding to these demands, at the expense of the humanities and social sciences. The dominance of this way of thinking, primarily a product of Western educational thought, has clearly affected approaches to education in the East. The originalities, (...) authenticities, and unique perspectives of the East have failed to get enough attention, subsumed by the focus on science and technology. However many education systems are still endeavouring to capture some of the indigenous and authentic culture of their home countries, incorporating national cultural ideals, even in subjects with a primarily vocational focus. Although the drive for scientific knowledge has led to a degree of standardisation and convergence, cultural differences still play a role in the education theory and policy of different countries. This book examines these cultural differences between different East Asian and South Asian countries, with chapters ranging from historical educational analysis to contemporary re-interpretations of the construction of society and education in the East. This book was originally published as a special issue of _Comparative Education. _. (shrink)

By its nature, comparative education values diversity. Respectfully studying how different groups pursue education provides opportunities to learn about the variety of human experience, expand the boundaries of the field, and ultimately re-understand ourselves. At its core, the field leverages the dynamic space between life as culturally located and being human. This chapter contributes value to comparative education from an Oceanic viewpoint. Oceania is the world region with more water and languages than any other. Because (...) of its diversity and colonial histories, Oceania is a site of creative tension between regionalism and self-determination. Unsurprisingly, conflict exists in the region. However, a key need in our ‘sea of islands’ for sustainability is to live well together. Faced with the uncertainties of the future such as climate change, mutual understanding and support is at a premium. The collaboration of writers; Solomon Islander, Tongan, and Anglo-Welsh, embodies this, as does the chapter’s woven mat-based structure. The thrust of this chapter is that through walking backwards into the future and embracing solidarity through diversity, we can promote a sustainable educational journey that offers the hope of continuity in the face of the challenges ahead. (shrink)

This paper examines some of the problems of periodisation that arise in attempts to compare historical developments in the education systems of two or more countries.

This paper examines some of the problems of periodisation that arise in attempts to compare historical developments in the education systems of two or more countries.

This article considers a postcolonial approach to comparative philosophy of education as comprising four key features: ethnography, translation, hybridity, and critique. This conception of comparative philosophy of education is first located in the postcolonial context that demands sensitivity to the ongoing dangers of orientalism. Each of these four identified aspects of comparative philosophy of education is illustrated with reference to the comparative work of a prominent contemporary Chinese philosopher, Zehou Li (李泽厚). It concludes (...) with some observations about the challenges that face a postcolonial comparative philosophy of education. (shrink)

Since Eugen Weber’s (1976) classic work Peasants into Frenchmen, the role of mass education in nation-building has been repeatedly discussed in the literature on nationalism. However, the specific...

German education plays a huge role in the development of education sciences and modern universities internationally. It is influenced by the educational concept of _Bildung_, which defines Germany ‘s theoretical and curricular ventures. This concept is famously untranslatable into other languages and is often misinterpreted as education, instruction, training, upbringing and other terms which don’t encompass its cultural ambitions. Despite this hurdle, _Bildung_ is now being recognized in current discussions of education issues such as standardization, teaching (...) to the test, evidence-based policy and high stakes testing. This volume clears up the confusion and misunderstandings surrounding _Bildung_ by examining the origins of the concept and how it has been applied throughout history. It paves the way for educators to fully understand and benefit from this model and all it has to offer. (shrink)

This paper describes a 'structural typology' to assist in the analysis of ways in which policy-makers in one country explore educational provision in another and seek to 'borrow' from it. In this analysis we look specifically at England's 'cross-national attraction' to education in Germany over the past 200 years. The paper aims to provide an analytical programme to use in comparative education and to facilitate exploration of the importance of context in shaping educational phenomena.

John Dewey.--William Chandler Bagley.--Herman Harrell Horne.--The Catholic viewpoint.--Educational implications compared.--Conclusion.--Bibliography (p. [129]-135).

This study compared the effects of three education models, namely, the bag-of-virtues, values clarification, and virtue ethics models, through qualitative and quantitative approaches. In the quantitative study, a between-subjects design was adopted in sampling 120 freshman cadets from a Taiwanese military academy. For the qualitative study, focus group interviews were conducted with 10 freshman cadets. The results show that the VC model was the most effective among the three moral education models, followed by the VE and BV models.