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1. Academic Freedom and University Autonomy. Papers on Higher Education Series.

Author

United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. and United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education.

Abstract

This volume contains speeches and papers given at the International Conference on Academic Freedom and University Autonomy held in Sinaia, Romania, May 5-7, 1992. Section 1 contains introductory addresses by Federico Mayor, Maitland Stobart, Hinrich Seidel,and Walter Kamba. Section 2 contains 18 papers that address connotations and challenges of academic freedom and university autonomy. Among topics discussed in this context are human rights and academic freedom, the development of international standards concerning the status of higher education teaching personnel, continuing education, leadership, the advancement of knowledge, accountability in multi-university national systems, tensions between public universities and state governments, and academic freedom in the United States. Section 3 contains nine case studies involving the following nations: Hungary, Poland, Russia, Turkey, the United States, Spain, Serbia, and Macedonia. This section also includes three papers on market mechanisms in higher education in the nations of Norway, Poland, and the United States. Also in Section 3 are four papers on the social responsibilities of higher education. Section 4 contains the conference's closing address by Marco Antonio R. Dias. (Some papers contain references.) (JB)

Published
1993

2. L'analyse pragma-linguistique du discours pedagogique d'endoctrinement et de ses effets sur les jeunes en Roumanie avant 1990 (Pragma-linguistic Analysis of the Pedagogical Discourse of Indoctrination and of Its Effects on Youth in Romania before 1990).

Author

Galatanu, Olga

Abstract

A discussion of the mechanism of totalitarian indoctrination institutionalized in the Romanian educational system focuses on verbal interaction in school and school-related situations before the revolution of December 1989. Pragmatic analysis of the political language used in a variety of academic contexts (political science, political education, ideological instruction for political science teachers, political meetings, and politically-based student organizations) suggests that this language is characterized by the breaking of discourse rules at three levels: discourse, speech act, and textualization of discourse. Further, youth are manipulated by a process of engagement from the early school years. In the long run, these methods have proven ineffectual. It is the students who undertook the revolution and refuted the doctrine imposed by the dictatorship. The very manner in which the totalitarian discourse functions and the weakness of the manipulation strategies used in the academic situation are at fault for the failure. Defense mechanisms adopted by parents and teachers, such as cooperative academic and scholarly projects, have also been important, creating lines of communication and exchange parallel to those imposed by the authorities. (MSE)

Published
1990

3. Communication et reflexion metalinguistique dans l'apprentissage du francais par les adultes (Communication and Metalinguistic Reflection in French Language Learning by Adults).

Author

Galatanu, Olga

Abstract

A discussion of the relationships between communication in a foreign language and metalinguistic thought given to that language focuses on formal French language learning by adults in their home countries. Experience with adult language learners suggests a resistance to grammatical explanations but an openness to explanations of meaning. It would seem appropriate, then, to transform the traditional and authoritarian grammatical explanation into an activity involving metalinguistic reflection on the learner's part, assisted by the teacher. The use of language to explain language usage thus strengthens the perceived link between language and meaning. Ways to incorporate the conceptualization of language into classroom communication include: (1) simulation of different forms of communication based on inquiry; (2) exercises in the identification and discrimination of the linguistic forms appropriate to certain kinds of situations; (3) spontaneous explanation of linguistic forms and the rules that govern them; and (4) use of graphic aids to visualization. It is concluded that visual instruction, metalinguistic reflection, discovery of linguistic fact through successive approximations, and conceptualization are complementary and indispensable processes in second language learning. (MSE)

Published
1990

4. La Carriere: Chance ou Planification? = Career: Chance or Planning? = Cariera: Sansa sau Planificare? Proceedings of the Annual Meeting of the International Association for Educational and Vocational Guidance (Brasov, Romania, September 22-24, 1997).

Author

International Association for Educational and Vocational Guidance., Cujba, Andrei, and Westfried, Stefan

Abstract

These proceedings consist of 62 presentations (21 written in French, 19 in English, 21 in Romanian, 1 in Spanish). The foreword appears in French, English, and Romanian. Papers written in English include the following:"Vocational Guidance and Change of Career: The New Demands" (Graciela Canessa); "Intervention Strategies. Youth Unemployment--"Compensatory Programs" (Mirta Graciela Gavilan); "Guide of Works and Experiences to Carry Out with the Video Used as Initial Stimulus" (Silvia Gelvan de Veinsten); "Occupational Motivation Questionnaire. Motivational Development and Vocational Guidance" (Raquel Migone de Faletty, Jose Eduardo Moreno); "Vocational Guidance, Its Challenges and Crossroads at the End of the Millennium" (Diana Rossi); "Career Information and Counselling in the Internet Era" (Phillip S. Jarvis); "Careerist, Wage-Earner or Entrepreneur: Work Values and Counselling" (Peter Plant); "Guidance for Career Planning--The European Perspective" (Michael Vorbeck); "Phare-Sponsored New Guidance Systems in Hungary" (Sandor Lisznyai, Zsuzsa Vajda); "Adult Career Development: Some Features from the Seventies to the Nineties" (Magda Ritook); "The Labour Market Today and Tomorrow" (Yvonne Bartholomeus, Saskia den Broeder); "Patterns and Effects of Mentorship in Career Development" (Gr. Nicola); "Perception of Standard Five Pupils (Grade 7) Regarding Technology" (A.M. Dube); "Technology-Driven Career Planning Programs in Spain" (E. Repetto, B. Ballesteros, B. Malik); "Teachers as Student and Parent Counsellors--A Possibility for Better Communication in Schools" (Kerstin Hagg, Svea Maria Kuoppa); "Careership: A Sociological Theory of Career Decision Making" (Phil Hodkinson); "The Role of Career Guidance in Societies in Transition" (A.G. Watts); "Development of Conceptual Model of the Careers Guidance Interview: Researching the Exchange of Meaning between Client and Practitioner" (Sally Wilden, Nelica La Gro); and "A Comprehensive Guidance Program for the Whole School" (Norman C. Gysbers). (YLB)

Published
1997

5. Educational Research in Relation to the Rights of the Child (Les Sciences De L'Education en Relation Aux Droits De L'Enfant).

Author

Van Herreweghe, M. L.

Abstract

This collection of 24 articles explores how educational research, programs and policies in several countries are related to the issue of children's rights. Several of the collected articles focus on aspects of children's experience and development. Group membership, children's right to happiness, the development of an optimistic outlook among children, students' responsibilities, growing up at school, socialization, personality development, psychological effects of educational programs on immigrant children, the position of the teacher discussing controversial issues, the orientation of children toward work, child abuse and neglect, the human rights of the juvenile delinquent, and individual differences of children are among the topics discussed. Some of the articles explore social conditions and describe institutional practices. The relationship of class differences and equality of opportunity, educational practices and the rights of infants, education in the German Democratic Republic, sexual differentiation in educational programs, and problems of sanitation, education and society are among the topics discussed. Additionally, several articles examine the nature and methods of educational research and suggest future directions for such research. (Author/RH)

Published
1979

6. L'enseignement et la pedagogie en Roumanie. Volume 6 (Teaching and Pedagogy in Romania. Volume 6).

Author

Bibliotheque Centrales Pedagogique, Bucharest (Rumania).

Abstract

Written in French, this volume offers foreign scholars a comprehensive view of ideas and events that influenced Rumanian schools and pedagogy in 1983 and 1984. The first part of the work consists of selected quotations from the writings of the distinguished Rumanian educator Onisifor Ghibu (1883-1972). Part 2, entitled "Rumanian Trends in Education," provides an annotated bibliography of 355 books and articles on pedagogy that were published in 1983-1984. Citations are grouped in 11 content areas: (1) educational policy; (2) theory of education; (3) general trends in education; (4) history of education; (5) didactics and teaching methods; (6) teaching personnel; (7) educational and developmental psychology; (8) special education; (9) educational sociology; (10) school organization and administration; and (11) vocational training and guidance. Part 3 presents statistical data and lists seminars, conferences, and scientific meetings about schools and teaching in Rumania during 1983 and 1984. (RH)

Published
1988