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

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  1. Higher Education (1966). Indian University Reform. Minerva 5 (1):47-81.score: 360.0
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  2. Desh Raj Sirswal (2012). Positive Philosophy, Innovative Method and Present Education System. In Abdp (ed.), Applied Philosophy and Ethics.score: 324.0
    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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  3. Amitabha Gupta (forthcoming). Foundations for Value Education in Engineering: The Indian Experience. Science and Engineering Ethics:1-26.score: 240.0
    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. 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: 226.0
    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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  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: 192.0
    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. Birutė Pranevičienė & Aurelija Pūraitė (2010). The Financing Methods of Higher Education System. Jurisprudence 122 (4):335-356.score: 180.0
    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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  7. Donatus O. Owuamanam (1987). Introducing Sex Education in the Formal Education System in Nigeria. Journal of Moral Education 16 (1):54-59.score: 174.0
    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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  8. Dung Hue Doan (2005). Moral Education or Political Education in the Vietnamese Educational System? Journal of Moral Education 34 (4):451-463.score: 160.7
    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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  9. 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: 158.0
    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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  10. 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: 156.0
    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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  11. 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: 152.0
    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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  12. Manmohan Varma (1969). The Philosophy of Indian Education. Meerut, Meenakshi Prakashan.score: 152.0
     
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  13. 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: 152.0
     
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  14. Mal Leicester (2001). A Moral Education in an Ethical System. Journal of Moral Education 30 (3):251-260.score: 151.3
    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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  15. 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: 150.0
    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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  16. 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: 146.0
    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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  17. 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: 146.0
    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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  18. 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: 146.0
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  19. Phil Goss (2008). Learning Difficulties : Shadow of Our Education System? In Raya A. Jones (ed.), Education and Imagination: Post-Jungian Perspectives. Routledge. 38.score: 146.0
     
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  20. 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: 145.3
    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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  21. 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: 144.0
    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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  22. Tatiana Fumasoli & Jeroen Huisman (2013). Strategic Agency and System Diversity: Conceptualizing Institutional Positioning in Higher Education. Minerva 51 (2):155-169.score: 144.0
    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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  23. Husaina Banu Kenayathulla (forthcoming). Ethical Issues in the Malaysian Education System. Educational Philosophy and Theory:1-15.score: 142.0
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  24. Guy Senese (1986). Self-Determination and American Indian Education: An Illusion of Control. Educational Theory 36 (2):153-164.score: 142.0
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  25. 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: 142.0
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  26. Richard Pearson (1983). Forecasting the Output From the European Education System. Educational Studies 9 (3):185-198.score: 142.0
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  27. Christopher S. Queen (2008). Dr. Ambedkar and Untouchability: Fighting the Indian Caste System (Review). Buddhist-Christian Studies 28 (1):168-172.score: 140.0
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  28. Rf Holland (1983). A Look at Indian Education in Oklahoma. Journal of Thought 18 (3):107-117.score: 140.0
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  29. Lynn Zastoupil (1991). J. S. Mill and Indian Education. Utilitas 3 (01):69-.score: 140.0
  30. John M. McQuiston & Rodney L. Brod (1984). Structural and Cultural Conflict in American Indian Education. Journal of Thought 19 (3):48-58.score: 140.0
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  31. G. Van Otten & S. Tsutsui (1984). Reflections on Indian Education. Journal of Thought 19 (3):137-142.score: 140.0
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  32. 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: 140.0
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  33. Jane Zheng (2014). The Shanghai Art School: Relocating Chinese Art Teaching From The Private Studios To The Public Education System, 1913-1937. Asian Culture and History 7 (1).score: 140.0
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  34. 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: 140.0
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  35. 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: 134.0
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  36. Shyam J. Kamath (1999). Indian Development and Poverty: Making Sense of Sen Et Al. Critical Review 13 (3-4):315-336.score: 132.0
    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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  37. H. H. A. Bourai (1993). Indian Theory of Education. B.R. Pub. Corp..score: 132.0
     
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  38. Humayun Kabir (1961). Indian Philosophy of Education. London, Asia Pub. House.score: 132.0
  39. Isidro E. Méndez Santos (2014). Towards a system approach to dialectical contradictions in research in education. Humanidades Médicas 14 (2):472-498.score: 132.0
    Se fundamenta una concepción sistémica de las contradicciones a tener en cuenta en la investigación educativa, en la que se incluyen las de esencia lógico formal y las de índole dialéctica . Se trabajó con métodos propios del nivel teórico del conocimiento para sistematizar información proveniente de la bibliografía consultada y de las experiencias en la formación de doctores en Pedagogía registradas por el autor. Se ofrecen pautas metodológicas básicas para valorar las contradicciones develadas al comunicar los resultados científicos. A (...)
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  40. K. Satchidananda Murty (1991). Ethics, Education, Indian Unity, and Culture: Addresses in Universities From Kashi to Kashmir, 1980-89, Some Excerpts. Ajanta Publications.score: 132.0
     
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  41. 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: 132.0
     
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  42. Kirti Devi Seth (1966). Idealistic Trends in Indian Philosophies of Education. [Allahabad]Education Dept., University of Allahabad.score: 132.0
     
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  43. K. K. Sharma (1990). Indian Philosophy of Education. Dept. Of Education, North-Eastern Hill University.score: 132.0
  44. 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: 130.7
    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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  45. Andreas Fischer (1994). The Breakdown of the Educational System of the G.D.R. In 1989—Problems of Restructuring Public Education. History of European Ideas 19 (1-3):351-356.score: 126.7
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  46. Carl Weinberg (1974/1975). Education is a Shuck: How the Educational System is Failing Our Children. Morrow.score: 126.7
  47. Amrita Banerjee (2014). Race and a Transnational Reproductive Caste System: Indian Transnational Surrogacy. Hypatia 29 (1):113-128.score: 126.0
    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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  48. Zhilong Shen (forthcoming). On Transforming a Score-Driven System of Education Through Aesthetic Education. Journal of Aesthetic Education 31 (2).score: 126.0
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  49. N. V. Danielyan (2004). The Role of the System Approach in the Modern Fundamental Education. Philosophy of Education 1:9.score: 126.0
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  50. Leslie Nai-Kwai Lo (forthcoming). Arts Education in the Mass Cultural System of China. Journal of Aesthetic Education.score: 126.0
     
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