Search results for 'Indian Education System' (try it on Scholar)

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  1. Desh Raj Sirswal (2012). Positive Philosophy, Innovative Method and Present Education System. In Abdp (ed.), Applied Philosophy and Ethics.score: 240.0
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable to all (...)
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  2. Julia Resnik (2007). The Democratisation of the Education System in France After the Second World War: A Neo-Weberian Glocal Approach to Education Reforms. British Journal of Educational Studies 55 (2):155 - 181.score: 170.0
    The structural reforms of the education system in France (1959, 1963, and 1975) were part both of a global process of democratisation of education launched after the Second World War and of a larger modernisation project in which knowledge producers (experts, scholars and consultants) played a crucial role. Instead of a national approach or a world system approach to education reforms I propose a neo-Weberian glocal perspective that focuses on knowledge producers as a status group, (...)
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  3. Amitabha Gupta (forthcoming). Foundations for Value Education in Engineering: The Indian Experience. Science and Engineering Ethics:1-26.score: 168.0
    The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in ‘tuning’ the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India’s self-sufficiency is crucially linked with the institutionalization of expertise and (...)
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  4. Higher Education (1966). Indian University Reform. Minerva 5 (1):47-81.score: 160.0
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  5. A. Wigmore & M. Ruiz (2010). Sustainability Assessment in Higher Education Institutions. The Stars System. Ramon Llull Journal of Applied Ethics 1 (1):25.score: 144.0
    Sustainable development is a concern for countries, businesses and organizations sensitive to excess in terms of utilized resources. This is evident in international initiatives which aim to establish guiding principles for institutions to follow regarding what is considered to be socially responsible behavior, allowing for assessment and the identification of objectives. As higher education institutions, colleges and universities have a public responsibility to generate and transmit knowledge to society as a whole, as well as an economic and social responsibility (...)
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  6. Desh Raj Sirswal (2013). Jyotiba Phule : A Modern Indian Philosopher. Darshan: International Refereed Quarterly Research Journal for Philosophy and Yoga 1 (3-4):28-36.score: 126.0
    JOTIRAO GOVINDRAO PHULE occupies a unique position among the social reformers of Maharashtra in the nineteenth century. While other reformers concentrated more on reforming the social institutions of family and marriage with special emphasis on the status and right of women, Jotirao Phule revolted against the unjust caste system under which millions of people had suffered for centuries and developed a critique of Indian social order and Hinduism. During this period, number of social and political thinkers started movement (...)
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  7. Birutė Pranevičienė & Aurelija Pūraitė (2010). The Financing Methods of Higher Education System. Jurisprudence 122 (4):335-356.score: 124.0
    The need to examine the efficiency of state financing of universities is becoming more important for a number of reasons. The growth in the social demand for higher education, the globalization and internationalization of the higher education system, the recognition of the need to improve the quality of studies coincide with the financing aspects of activities of higher education institutions. The object of the research is to analyze the financing models and state funding methods of the (...)
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  8. Donatus O. Owuamanam (1987). Introducing Sex Education in the Formal Education System in Nigeria. Journal of Moral Education 16 (1):54-59.score: 118.0
    Abstract Evidence exists about the increasing rate of sexual involvement, decrease in age of first sexual experience and the existence of different forms of sexual aberration such as prostitution, sexual exploitation and rape among Nigerian youth. In spite of these problems sex education has not been included in the framework of the formal education system in Nigeria. The introduction of sex education in our formal school system is now necessary not only to provide adolescents with (...)
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  9. A. Ferrer (2012). Towards a New Educational Order and a New Paradigm. Ramon Llull Journal of Applied Ethics 3 (3):63.score: 117.0
    In this article, Albert Ferrer culminates a long series of articles published in the Catalan review Ars Brevis , edited by the Blanquerna Foundation of the Ramon Llull University, Barcelona. In his previous exposition, Prof. Ferrer outlined the development of holistic and spirituallybased education in India and Europe until the advent of the materialistic pedagogy of the modern school system. In this paper, Prof. Ferrer delves further into a philosophical understanding of this integral kind of education on (...)
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  10. Shyam J. Kamath (1999). Indian Development and Poverty: Making Sense of Sen Et Al. Critical Review 13 (3-4):315-336.score: 114.0
    Abstract The work of Amartya Sen and his collaborators on Indian economic development compares three Indian states so as to demonstrate the superior performance of interventionist, left?wing governments in West Bengal and Kerala compared to the more typical state of Uttar Pradesh. A careful analysis of the evidence, however, shows that Sen et al. ignore the anti?interventionist implications of their own evidence of corruption in the state of Uttar Pradesh; dramatically overstate the success of leftist governments in West (...)
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  11. Dung Hue Doan (2005). Moral Education or Political Education in the Vietnamese Educational System? Journal of Moral Education 34 (4):451-463.score: 110.0
    Vietnam has experienced the influences of different social standards and values of Confucianism, Communism and several major religions, such as Buddhism and Catholicism, and has also undergone tremendous social change in recent decades. Consequently, moral education in present?day Vietnam takes various forms and definitions. Nowadays, moral education is incorporated in the formal curriculum and taught as a single subject of study at all levels of the Vietnamese education system. The focus of moral education in primary (...)
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  12. Manuela Piazza, Pierre Pica, Véronique Izard, Elizabeth Spelke & Stanislas Dehaene (2013). Education Enhances the Acuity of the Nonverbal Approximate Number System. Psychological Science 24 (4):p.score: 108.0
    All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics (...)
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  13. M. R. Buxarrais, M. Martinez, J. M. Puig & J. Trilla (1994). Moral Education in the Spanish Educational System. Journal of Moral Education 23 (1):39-59.score: 107.3
    Abstract This article has two parts. The first is an explanation of the place of moral education in the history of the Spanish educational system, and the second briefly describes the research work of the Research Group on Moral Education from the University of Barcelona. The particular political and social context in which Spanish education has developed has caused moral education to acquire a special nature that is distinct even from that in other countries in (...)
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  14. Sandu Frunza, Mihaela Frunza & Claudiu Herteliu (2010). Filosofie, ideologie, religie. O incercare de a intelege ce se intimpla cu filosofia in sistemul de educatie din Romania/ Philosophy, Ideology, Religion. An Attempt to Understand What is Going On with Philosophy in the Romanian Educational System. Journal for the Study of Religions and Ideologies 8 (22):129-149.score: 104.0
    The present text attempts to sketch the premises of a discussion concerning the institutional crisis of philosophy in the Romanian educational system. Quantitative analyses are commented; also discussed are elements regarding the curricular integration of philosophy, aspects concerning the initial formation in philosophy and possibilities of insertion on the labor market. The article discusses some elements of the status of philosophy in high school, as well as the necessity of offering philosophy as a mandatory discipline in the curriculum, the (...)
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  15. Mal Leicester (2001). A Moral Education in an Ethical System. Journal of Moral Education 30 (3):251-260.score: 103.3
    This article raises a number of interrelated issues. It first considers the need for a disability-aware education for everyone, including post-school leavers. This has both structural and curricular implications. At the structural level, it is argued that if we are to move towards a more ethical educational system, institutional discrimination must be dismantled. At the curricular level, the notion of a "culture of resistance", with distinctive moral characteristics, is explored. The article next considers the moral education of (...)
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  16. Michael Hand (2012). A New Dawn for Faith-Based Education? Opportunities for Religious Organisations in the UK's New School System. Journal of Philosophy of Education 46 (4):546-559.score: 102.0
    The ‘new school system’ described in the Schools White Paper (DfE, ) presents religious organisations with two interesting opportunities. The first is an opportunity to play a significantly enhanced role in the management of faith-based schools. The second is an opportunity to rethink quite radically the content of their curricula. In this article I advance a proposal for the consideration of religious organisations: that they take up the opportunity to develop innovative, religiously distinctive curricula whilst eschewing the activity of (...)
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  17. K. I. M. Jeong-hee (2011). Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the Pedagogy of Hermeneutical Phenomenology in Education. Educational Philosophy and Theory 44 (6):630-648.score: 98.0
    Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I (...)
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  18. Raisa B. Kvesko & Svetlana B. Kvesko (2008). System and Complex Approach in Management of Modern Education. Proceedings of the Xxii World Congress of Philosophy 37:161-167.score: 97.3
    In the article is examined a problem of system and complex approach to management of modern education. The authors emphasize that development of education technology is accompanied by formation of informational, telecommunicational and communicative systems. The development of informationaltechnologies entails the formation of in principle new educational system. This system can ensure millions of people accordance to new educational services. The use of modern computer, telecommunicational and communicative technologies in education intends re-engineering of educational (...)
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  19. Fritz Oser, Wolfgang Althof & Ann Higgins-D'Alessandro (2008). The Just Community Approach to Moral Education: System Change or Individual Change? Journal of Moral Education 37 (3):395-415.score: 96.0
    This article focuses on the development of, and new theorising about, a strong democracy education intervention, the Just Community approach. Three questions frame the discussion: (1) Does democracy education change children and adolescents or do students in these programs change their schools, or is there a dynamic interaction over time? (2) How can democracy be ?learned?? How can the concept of democracy be most thoroughly learned and how can democratic problem?solving skills best be acquired? (3) How can we (...)
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  20. Tatiana Fumasoli & Jeroen Huisman (2013). Strategic Agency and System Diversity: Conceptualizing Institutional Positioning in Higher Education. Minerva 51 (2):155-169.score: 96.0
    This paper argues that the impact of individual higher education institutions’ strategies on system diversity should be explored. By looking at how universities respond strategically to governmental policies as well as to the actions of other (competing) institutions, our understanding of determinants of diversity can be enriched. A conceptual framework focusing on institutional positioning is explained using the dimensions deliberateness of organizational actions versus environmental influence, on the one hand, and differentiation versus compliance, on the other. We posit (...)
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  21. Peter A. Keller (2011). Integrating Ethics Education Across the Education System. In Tricia Bertram Gallant (ed.), Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge.score: 96.0
     
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  22. Manmohan Varma (1969). The Philosophy of Indian Education. Meerut, Meenakshi Prakashan.score: 96.0
     
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  23. Sandu Frunza & Mihaela Frunza (2010). Aspects Concerning the Crisis of Philosophy in the University System From Romania. Journal for the Study of Religions and Ideologies 8 (24):329-349.score: 91.3
    The present text discusses several aspects of the institutional crisis of philosophy in the Romanian educational system after 1989. On the one hand, at the level of university educational system, one may note the marginalization of philosophy programs, due to young people’s decrease of interest for those specializations that do not provide immediate benefits for rapid integration in and well-paid jobs on the labor market. This entails direct consequences for the type of financing and creates functional difficulties in (...)
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  24. Mark Winne (2005). Education for Change. Journal of Agricultural and Environmental Ethics 18 (3):305-310.score: 90.0
    The author uses two publications, Fighting Poverty in the US and Europe (Alesina and Glaeser) and Poetry magazine, to underscore the important role that educational institutions play in developing a person’s political philosophy and imagination. European nations, for instance, have better funded social welfare programs than the US because their system of public education incorporates more liberal or left-leaning teachings into their standard curricula. The author sees implications for a more intentional approach to education in the US (...)
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  25. Raşit Çelik (2014). Unity Vs. Uniformity: The Influence of Ziya Gökalp and John Dewey on the Education System of the Republic of Turkey. Education and Culture 30 (1):17-37.score: 90.0
    Once the Ottoman Empire collapsed, a new Turkish state was established after a struggle for national freedom. The founder of the Turkish Republic, Mustafa Kemal Atatürk,1 aimed to develop a western-like democratic state for the people of the remaining Empire, even though he could have become the next sultan. All stages necessary for the emergence of a new state had already been fulfilled before the collapse of the Ottoman Empire, and the establishment of the Turkish Republic was the final element (...)
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  26. Jeff Dodick & Nir Orion (2003). Geology as an Historical Science: Its Perception Within Science and the Education System. Science and Education 12 (2):197-211.score: 90.0
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  27. Phil Goss (2008). Learning Difficulties : Shadow of Our Education System? In Raya A. Jones (ed.), Education and Imagination: Post-Jungian Perspectives. Routledge. 38.score: 90.0
     
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  28. Andrew Gibbons (2013). In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System. Educational Philosophy and Theory 45 (5):502-508.score: 86.0
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  29. L. E. E. George (2013). Systemic Colonization of the Educational Lifeworld: An Example in Literacy Education. Educational Philosophy and Theory 46 (1):1-13.score: 86.0
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  30. Husaina Banu Kenayathulla (forthcoming). Ethical Issues in the Malaysian Education System. Educational Philosophy and Theory:1-15.score: 86.0
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  31. Guy Senese (1986). Self-Determination and American Indian Education: An Illusion of Control. Educational Theory 36 (2):153-164.score: 86.0
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  32. G. Grady Johnson (2003). Resilience, a Story: A Postcolonial Position From Which to [Re] View Indian Education Framed in ''at-Risk''ideology. Educational Studies 34 (2):182-198.score: 86.0
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  33. Richard Pearson (1983). Forecasting the Output From the European Education System. Educational Studies 9 (3):185-198.score: 86.0
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  34. Christopher S. Queen (2008). Dr. Ambedkar and Untouchability: Fighting the Indian Caste System (Review). Buddhist-Christian Studies 28 (1):168-172.score: 84.0
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  35. Desh Raj Sirswal (2012). Casteism, Social Security and Violation of Human Rights. In Manoj Kumar (ed.), Human Rights for All.score: 84.0
    The consciousness of social security comes to a man when he feels that he is getting his basic rights. Human Rights are related to those rights which are related to man’s life, freedom, equality and self-esteem, are established by Indian constitution or universal declaration of human rights and implemented by Indian judiciary system. In other words, “Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, color, religion, (...)
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  36. Zoraida Mendiwelso Bendek (2002). Citizens of the Future: Beyond Normative Conditions Through the Emergence of Desirable Collective Properties. [REVIEW] Journal of Business Ethics 39 (1/2):189 - 195.score: 84.0
    In this paper I explore the influence of an organisation's structure, such as that of the National Education System, in the emergence of desirable social properties. In this case the concern is schools with adequate performance. It is assumed that there is a circular causality between structure and the social results of schools. I highlight some of the structural requirements to have justice, sense of belonging, trust, honesty and cooperation as emerging properties of these schools, beyond normative statements. (...)
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  37. H. H. A. Bourai (1993). Indian Theory of Education. B.R. Pub. Corp..score: 84.0
     
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  38. Rf Holland (1983). A Look at Indian Education in Oklahoma. Journal of Thought 18 (3):107-117.score: 84.0
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  39. Partow Izadi (2003). In Quest of the Science of Education: From Reductionistic Discourse to Systemic Theory. University of Lapland, Faculty of Education.score: 84.0
     
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  40. Humayun Kabir (1961). Indian Philosophy of Education. London, Asia Pub. House.score: 84.0
  41. Lynn Zastoupil (1991). J. S. Mill and Indian Education. Utilitas 3 (01):69-.score: 84.0
  42. John M. McQuiston & Rodney L. Brod (1984). Structural and Cultural Conflict in American Indian Education. Journal of Thought 19 (3):48-58.score: 84.0
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  43. K. Satchidananda Murty (1991). Ethics, Education, Indian Unity, and Culture: Addresses in Universities From Kashi to Kashmir, 1980-89, Some Excerpts. Ajanta Publications.score: 84.0
     
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  44. Chandrakant P. Patel (1986). Study of the Psychological Foundation of the "Free Progress System" as Evolved in Sri Aurobindo International Centre of Education. Distributor, Sri Aurobindo Books Distribution Agency.score: 84.0
     
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  45. Kirti Devi Seth (1966). Idealistic Trends in Indian Philosophies of Education. [Allahabad]Education Dept., University of Allahabad.score: 84.0
     
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  46. K. K. Sharma (1990). Indian Philosophy of Education. Dept. Of Education, North-Eastern Hill University.score: 84.0
  47. G. Van Otten & S. Tsutsui (1984). Reflections on Indian Education. Journal of Thought 19 (3):137-142.score: 84.0
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  48. N. Wane (2004). Experiences of Visible Minority Students and Anti-Racist Education Within the Canadian Education System. Journal of Thought 39 (1):25-44.score: 84.0
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  49. P. Zigman (1996). The Reflection of the Crisis of German Higher Education System in Kant Analysis of University Education. Filozofia 51 (6):372-384.score: 84.0
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  50. Amrita Banerjee (2014). Race and a Transnational Reproductive Caste System: Indian Transnational Surrogacy. Hypatia 29 (1):113-128.score: 78.0
    When it comes to discourses around women's labor in global contexts, we need feminist philosophical frameworks that take the intersections of gender, race, and global capitalism seriously in order to arrive at a comprehensive understanding of women's lives within global processes. Women of color feminist philosophy can bring much to the table in such discussions. In this essay, I theorize about a concrete instance of global women's labor: transnational commercial gestational surrogacy. By introducing a “racialized gender” analysis into the philosophical (...)
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