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The question of how to theorize the subjective side of work within a life history perspective was explored. The findings of a study on engineers' subjective recognition of their lives, their education and jobs, and their life perspectives and the findings of a study of continuing education within a number of white-collar and semiprofessional work domains were cited as supporting the existence of a close interrelationship between professional learning and personal development. It was argued that, within the theory of modernization, professionalization appears as a moment in rationalization of society. The ongoing professionalization within public human services in the Nordic countries and elsewhere was used to illustrate how professional learning leads to personal development. The evolution of various human service occupations from "craft-like" occupations to professions was shown to parallel the process of development of a new identity during which individuals who had viewed themselves as individuals performing labor for a wage began viewing themselves as individuals in a career or "position." The concept of identity was discussed in relation to Ute Volmerg's conception of basic socialization as a production of identity, Erikson's cultural psychology theory, and Lorenzer's theory of socialization, as well as in relation to the concepts of contradiction and ambivalence. (Contains 27 references.) (MN)

The Life History Project at Denmark's Roskilde University is a 5-year research project that was initiated in 1998 to examine learning and participation in adult and continuing education from a life history perspective. The project was designed to build on a broad range of qualitative interview studies and case studies into learning processes. The research methodology designed for the project was grounded in the critical theory tradition and in the following premises: (1) the need to adopt a "holistic" approach that takes the learner's perspective; (2) the notion of experience and the specificity of the learning subject; (3) the need to move beyond conventional hermeneutics to "in-depth hermeneutics," which involves looking for meanings and implications going beyond the knowledge or intent of the acting, knowing, or speaking subject; and (4) the notion that a learning subject is a historical product of modernity and the need to relate it to a dynamic-utopian concept of a learning individual. (Contains 12 references.) (MN)

Papers on hospital and health libraries and library services to the blind and deaf which were presented at the 1982 International Federation of Library Associations conference include: (1) "Leisure Pursuits of the Blind" by Antun Lastric (Yugoslavia); (2) "Library Services for the Handicapped in Canada: An Overview" by Francoise Hebert (Canada); (3) "International Exchange," a description by Peter Ditz (South Africa) of a proposed international library cooperative acquisition and exchange program for talking books; (4) "The Deaf Patron and the Library" by Karen Ann Hopkins (United States); (5) "Public Library Services for the Blind and Weak-Sighted from a Central Library Point of View" by Winnie Vitzansky (Denmark); (6) "Work on Bio-Bibliographical Index 'The Blind in Life and Work'," a progress report by D. S. Zharkov (USSR) on the production of an international reference work; (7) "Recent Advances in Library Service for the Print-Handicapped in Japan" by Hiroshi Kawamura (Japan); (8) "Patient Education and Health Outcomes: Implications for Library Service" by J. G. Marshall and R. B. Haynes (Canada); (9) "Hospital Library Networks in Paris: Organisation and Future Prospects" by Mme Rappaport (France); and (10) "From Hospital to Home: Perspectives in Healthy Living," a discussion by M. A. Flower (Canada) of the role of health libraries in health education. (ESR)

These nonfiction, first-hand accounts of the experiences of two young women sojourning in foreign countries offer insights into the cultural adjustments, problems, and rewards foreign exchange students may encounter. A Danish woman recounts her difficulty in readjusting to her home country following a year in Kenya, emphasizing the cultural and emotional conflict she felt in relearning her native country's customs concerning student-teacher relationships, parent-child interaction, and public displays of affection. Problems and challenges encountered as a member of a white minority in a black nation are also discussed. An American woman reminisces about the difficulties she encountered when she visited the home of her Taiwanese boyfriend for the New Year, an important traditional Taiwanese holiday. Efforts to learn foreign language and customs, to be accepted by the people of a provincial village, and to deal with ridicule and constant surveillance are among the issues discussed. (LP)

The information explosion and exponential development of information-accessing tools has had a disempowering effect on many people. A major challenge of the information-centered world is for students and teachers alike to learn how to assert responsibility and control over personal practice. Meeting this challenge may require personal reconceptualization of thinking, feeling, and acting with respect to the following aspects of teaching and learning: values and beliefs, intentions and purposes, and approaches and behavior. Selected long-term educational research projects in Australia, Denmark, and Sweden have yielded findings that have made it possible to develop a conceptualization of how teachers and students may operate to increase students' willingness and ability to take enhanced responsibility and control over their own learning. According to the conceptualization, teachers and students alike should take the following actions: acknowledge and accept their personal ignorance and the importance of active teaching and learning; seek and foster challenge in their own teaching and learning; and engage in a purposeful inquiry to generate enhanced metacognition. In addition, teachers should undertake collaborative action research, enact good teaching behavior, and set classroom teaching procedures that foster good learning behavior in students. Students should enact good learning behavior to overcome poor learning tendencies. (MN)

This paper discusses how mathematics can be interpreted as an integral part of technological planning and decision making, and how mathematics therefore operates as an integral part of technology. Three aspects of mathematics in action are presented. The paper provides for the theoretical task of grasping mathematics in action and identifying how mathematics supports a technological imagination, how it establishes possibilities to investigate particular aspects of possible technological constructions, and how mathematics becomes installed in society and starts operating as part of technological devices. It is also pointed out that an understanding of mathematics in action is crucial for interpreting basic aspects of social development. (Contains 66 references.) (KHR)

The three papers presented here are critiques to a Doctoral Dissertation defense titled "Interlanguage Pragmatics: Requests, Complaints, and Apologies." The responses are written by the "disputants" or members of the candidate's dissertation review committee. The first paper, "Den empiriske undersogelse i 'Interlanguage Pragmatics'" (The Empirical Examination in "Interlanguage Pragmatics"), by Bent Preisler, evaluates the dissertation's empirical examination of the topic. The second paper, "Sprogindlaering i teori og praksis i 'Interlanguage Pragmatics'" (Language Acquisition in Theory and Practice in "Interlanguage Pragmatics"), by Jacob Mey, focuses on the treatment of pragmatic theory, and the third paper, "Psykolingvistik, fremmedsprogspaedagogik og undervisningspraksis i'Interlanguage Pragmatics'" (Psycholinguistic, Foreign Language Pedagogical, and Instructional Practice in "Interlanguage Pragmatics"), by Torben Vestergaard, discusses the dissertation's review of foreign language pedagogical aspects. (VL)

This paper explores the traditional European model of vocational training in light of a new focus on employability and lifelong learning that is becoming more common in Europe. It includes the following four sections: (1) an overview of some examples of vocational training systems in Europe and the proposal that they share enough to be considered a European model that includes a consensus that all young people should be given a basic vocational qualification, the involvement of all companies in vocational training, and social dialogue and a tripartite (trade unions, employer associations, government) approach to regulation of the system; (2) a description of some European trends in industries and companies that are of importance for vocational training; (3) discussion about the question of lifelong access to vocational training provisions; and (4) suggestions about the need for change in the European model of vocational training. (KC)

This paper explores the relevancy of apprenticeships for professional training. While often neglected in current educational theory, apprenticeship training is common in the arts and in the mentoring and supervision of professionals. The apprenticeship model may provide solutions for some of the problems of the current educational system such as the lack of practical knowledge provided by a predominantly abstract education, the lack of a positive learning environment, difficulties with pupil motivation, selection of students for further education, and problems of discipline and authority. The apprenticeship model overcomes the gap between theory and practice by embedding learning activities in a natural context, leading to mastery of the skills, knowledge, and values of a discipline. The main components of apprenticeship training are: (1) production in a community with common skills, knowledge, and values; (2) professional identity; (3) learning through practice; (4) evaluation through practice; and (5) formal and informal apprenticeship. Apprenticeship training, after a period of decline, has reappeared in science, art, and the spiritual traditions. Finally, apprenticeships are appropriate in a postmodern condition characterized by: the decentering of knowledge and an understanding of the individual as a network of relations; the shift from a conception of knowledge based on universal laws to knowledge as embedded in specific language games and in local contexts and not automatically transferable across contexts; reliance on tacit knowledge and intuitive experience; and pragmatic knowledge. (Contains 17 references.) (ND)

A framework is presented for analyzing the role of communicative and intercultural competence and their teachability in second language instruction. First, several problematic communication situations are examined in which: (1) a native English speaker and native Danish speaker with limited English converse; (2) native speakers of two languages converse, each using his native language (Swedish and English) and understanding the other language; and (3) native speakers of two languages (Swedish and Chinese) using a third (English) to communicate. Six specific sample situations are discussed. The concepts of communicative and cultural competence are then defined and their teachability and interrelationship are investigated. It is concluded that, contrary to conventional wisdom, knowledge of a language and culture, and sometimes even mastery of specific behaviors, does not necessarily lead to well-functioning communication. In addition, sometimes lack of mastery of an affective cultural component and very often lack of metacommunicative and metacultural awareness may even prevent people from using their linguistic or cultural knowledge and behaving appropriately, either linguistically or culturally. A 14-item bibliography is included. (MSE)

This essay offers a preliminary examination of public support for private elementary and secondary education as it is incorporated into the systems of Denmark, Australia, and Holland. Its purpose is to stimulate American thinking about family choice systems. After a brief introduction on the ad hoc quality differentials in American public schooling, a discussion ensues of the ambiguous definitions of "private" and "public," as these terms are alternately used to refer to ownership and use. The third section addresses the implicit values and the historical context behind the American policy of denying aid to religiously affiliated private schools. The following three sections discuss the history and structure of education systems in Denmark, Australia, and Holland, respectively. Denmark has a national system of public elementary schools, coupled with the right of minorities to establish "free" schools at public expense. Australia provides comprehensive government aid to private religious schools, primarily because of pressure from a large Catholic constituency; as a result, the quality of Catholic education has steadily improved. In Holland, two thirds of the children attend private religious schools fully supported by the government. The paper concludes by recommending a carefully deliberated shift to a choice system that recognizes the centrality of religious values to the educational process and that provides alternatives for families with different interests and values. (TE)

This paper describes the social context for and the provision of child care services in Scandinavia. Particular emphasis is given to Denmark and Sweden. Occasionally, comparisons are made in the paper between Scandinavian countries and the United States, and differing attitudes toward the poor are pointed out. In the Scandinavian countries underlying sociopolitical attitudes as to what makes a good society are reflected in social legislation and policies affecting families. In the case of Denmark, these policies date as far back as 1888. Generally, a long history of providing family support coupled with early compulsory education and late industrialization has led to well defined policies, high standards and a wide range of services. Sweden is currently experimenting with centers for multi-age groups in which children may range in age from seven months to 12 years. Sweden also provides after-school or recreation/leisure centers for school-age children. Further, Sweden has more playgrounds per capita than any other country in the world. The adventure playground originated in Denmark. Danish law mandates that all towns with a population over 5,000 must provide a special children's library section. In contrast, the United States in 1979 was one of the few developed countries with no national policy for providing child care to those in need. (Author/RH)

This publication contains the papers of the Venice Colloquium held in October, 1977 by educators from European countries to discuss the topic of visits and exchanges for pupils. There are seven chapters. Chapter one discusses the context and objectives of the colloquium. Chapter two describes pupil visits and exchanges in the European community. In particular, exchange programs in Belgium, Denmark, the Federal Republic of Germany, France, Ireland, Italy, Luxembourg, the Netherlands, and the United Kindgom are reported. Three case studies are presented in chapter three. The first case study examines the European Federation for Intercultural Learning. The second case study examines a school partnership in practice, describing the experience of Lessing Gymnasium, Mannheim and Lycee Dumont d' Urville, Toulon. Study visits abroad in foreign languages for students from Hertfordshire are the topic of the third case study. The paper presented in chapter four is an overall look at the objectives, activities, and problems of European exchange programs. Guidelines prepared for the colloquium are presented in chapter five. The final report and recommendations of the colloquium are included in chapter six. The publication concludes with a list of participants in chapter seven. (Author/RM)

Using a language effectively involves both expressing oneself and acting upon one's surroundings. Linguistic theory has focused on the study of speech acts, but speech activity is basically pragmatic, that is, the conversational context determines the individual speech acts and not the other way around. Theorizing about the speech act independent of the situation in which it occurs ignores certain essential aspects of language use, particularly manipulatory language use. Language teaching in schools is manipulatory in that the conversations undertaken are in the form of a language game, and choice (the choice of the next speaker, topic, length of contribution, and teaching materials, for example) is given primarily to the teacher. It is possible to take classroom conversations out of their pseudo-neutral context, which ignores the conversation's essential relationship to its external conditions, and expose the manipulatory aspect of speech acts. Some techniques for doing this are to teach learners to thwart or counter the manipulatory intentions of the counterpart in conversation by using the same techniques in reverse, a kind of counter-manipulation. Students can be taught to answer questions with a counter-question or to give an evasive answer. This technique can be especially helpful to immigrants who may need to defend themselves against prying officials and news-seekers. (MSE)

The focus is on the metacognitive awareness of ten high-achieving high school pupils from Denmark and England and their cognitive learning process. Un-structured interviews in smaller groups investigates how they say they learn a mathematical concept that is new to them. I develop the "CULTIS model for analysis" (Consciousness, Unconsciousness, Language, Tacit, Individual, and Social). These are six themes in which various psychological learning theories express themselves. I conclude that the pupils can talk about their learning using own words and I can identify fitting theoretical notions. The pupils each have their own way of learning, however, there are similarities. Seemingly contradictory theories "works" within single pupils. [For complete proceedings, see ED500859.]

Adult and continuing education are undergoing simultaneous processes of institutionalization (adding schools for adults) and deinstitutionalization (broadening the scope of interventions and focusing on learning processes inside and outside schools). Lifelong learning assumes that learning takes place in all spheres of life, including the workplace, everyday life, and cultural activities. The new political awareness of the need for learning and education has necessitated that learning be studied in all its contexts, including in various life spheres (work, family, leisure and cultural activities, citizenship) and knowledge and competence domains (professions, skills, arts) defined by societal division of labor. Researching the subjectivity of learning and social structural and historical dynamics requires an interdisciplinary research strategy. Themes for research include the following: gender and wage labor; the role of self-regulation and sustainability in work life; and the relationship of knowledge and democracy to professional learning and professional identity. Like literacy and numeracy, learning for active citizenship must be given the status of an indispensable cultural technique. The following competencies should be considered competencies for a general social literacy: competence to create cohesion; ecological competence; competence for balancing a threatened or broken identity; historical competence; sensibility to experience expropriation; and technological competence. (Contains 20 references) (MN)

Adult and continuing education developed as ad hoc responses to concrete and partial needs. The fact that adult education has gained a broader mission and become regarded as encompassing political and citizenship education, vocational training, general adult education and access courses, and leisure courses presents an ambiguous challenge to the field. The dichotomy between work and leisure seems to be fading within the subjective horizon of adult learners. Adult education and learning must pay attention to a broader subjective context, related to the entire life world, and integrate areas of learning that have hitherto been regarded as separate from or antagonistic to one another. Adult education thinking and the adult education policy agenda must undergo the following discursive shifts: (1) a shift from emphasis on securing access to emphasis on multiple target groups; (2) a shift from focus on education to focus on learning environments; (3) a shift from the view that culture is leisure to the view that work is culture; (4) a shift from focus on citizenship to focus on collective experience; and (5) a shift from a focus on political education to a focus on the tenet that knowledge is political. (MN)

The new research and practice area of "adults and mathematics" is situated within the didactics of mathematics as it is structured and delimited by the concrete forms of practice and knowledge currently regarded as mathematics teaching, learning, and knowing. "Adults Learning Mathematics" (ALM) is a community of practice and research within the didactics of mathematics in which adults' learning and numeracy are central and where the reason to teach mathematics is empowerment for social and working life. Epistemological reconnaissances have resulted in these five conclusions on ALM: (1) The ALM community of practice and research is accepted as a domain within the didactics of mathematics; (2) the learner is the focus of the ALM studies, and her/his "numeracy" is understood as mathematics knowledge; (3) didactic questions are integrated with general adult education questions in ALM and the studies are interdisciplinary; (4) the duality between the objective and subjective perspective is implicit, or explicit, in all ALM problematics; and (5) the general aim of ALM practice and research is "empowerment" of adults learning math. Interdisciplinary studies involving mathematics, sociology, and pedagogy are necessary to bridge mathematics and adult education. (Contains 3 figures and 11 references.) (MO)