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The place of theology is under threat in the modern university. It is denied a place, except insofar as it is useful in the training of religious professionals or as a phenomenon in its own right, on the grounds that relate to an unscientific scientism that both makes metaphysical assumptions it itself does not recognise as scientific or denies its own epistemological commitments. This article argues that the notion of education in 'liberal knowledge' or 'universal knowledge', the idea at the heart of John Henry Newman's The Idea of a University provides a sufficiently robust counter to these assaults on the place of theology proper in the modern university and that refusing such a place to it undermines the claim of universities to use the name at all. It is precisely the uselessness of theology that guarantees its place in the university committed to universal knowledge and universal enquiry. [ABSTRACT FROM AUTHOR]

This article elaborates on Alasdair MacIntyre's virtue ethics, exploring the plausibility of his claim that each praxis has its own appropriate set of virtues. The exploration will be applied to what I term military praxis. Firstly, the article analyses what is meant by the concept of a praxis and how a military praxis can be defined, as well as the wider purpose of military praxis. From there it proceeds to the "internal goods", the desires, to be realized in joining the military. Which are these desires that are satisfied by participating in military praxis? Next, by combining the preceding steps, the article suggests which virtues are appropriate to the military praxis, focusing on seven virtues of military character: responsibility, competence, comradeship, respect, courage, resilience and discipline. This framework is completed by practical wisdom, the military virtue of intellect. I will conclude my article by elaborating on the role of narrative in integrating the virtues and by giving some concrete directions about ways in which education in the military virtues could take place. [ABSTRACT FROM AUTHOR]

Pragmatic inclinations focused on health and wellness have begun to shape much of kinesiology. The wisdom of this trend is challenged as it tends to define leadership development. Chief among the problems with this trend is the loss of professional meaning. The inadequacy of pragmatism in establishing meaning for our professional activities is the central critique of this article. Michael Polanyi's understanding of the development of meaning, rooted in his theory of personal knowledge, is the basis for the critique. Polanyi's theory is expounded and then applied to the current pragmatic dispositions of our profession showing that such utilitarian approaches destroy meaning. A reorientation of the profession is then proposed toward a concept that has the capacity to capture a more genuine sense of professional meaning: play. [ABSTRACT FROM AUTHOR]

Student voice literature has been well mapped with a range of participatory frameworks and typologies over the last three decades. These acknowledge neoliberal uses of voice that reflect a pervasive marketised approach to education, where young people are consumers, teachers surveilled, and leaders are wedged between government and community accountability. We draw upon typologies from the field to investigate Principals' conceptions of student voice in Aotearoa/New Zealand schools. Practitioner awareness of the instrumentalism of particular voice strategies and associated critiques of their application provides alignment with a conception of education as a mode of making explicit social and political practice. The article highlights tensions where systemic improvement is prioritised over student agency and the right of young people to democratic participation in their schooling. [ABSTRACT FROM AUTHOR]

Among pioneering European countries who started to establish a formal higher education quality assurance system in the 1980s, the Netherlands adopted one based on peer review and quality enhancement, which was replaced in 2003 by an accountability-oriented accreditation system under the substantial influence of the Bologna Process. Recently, the emphasis is being put on institutional audit to restore a culture of quality within higher education institutions. This article addresses the question of what the higher education worldwide can learn from the evolution of Dutch quality assurance policy concerning control, the balance between accountability and quality improvement and trust. Finally, recent adaptations to the current, third, round of accreditation are also addressed in this context. [ABSTRACT FROM AUTHOR]

In this case study, we examine the consequential validity of using edTPA in a social justice-oriented, urban teacher preparation program. According to the developers of edTPA, a primary purpose is to support teacher candidate learning, yet our analysis suggests that edTPA does not support learning when used during student teaching. Our 16 participants, who are primarily teacher candidates of color and many first-generation college students, and who all passed edTPA, unanimously indicated that edTPA increased their mental and financial stress, which they linked to design elements including high stakes, standardization, and external scoring. Participants also critiqued the construct of teaching represented in edTPA, arguing that dispositions and a social justice orientation are missing and that edTPA is more about following procedures than supporting candidate learning. Moreover, edTPA encouraged inequitable practices, including focusing on high-achieving classes and selecting curricula based on scoring procedures instead of student need. Overall, our analysis indicates that there is not strong consequential validity evidence to support the use of edTPA as an assessment during student teaching, particularly in social justice-oriented programs, yet suggests edTPA could be a useful tool if stakes and proceduralism are reduced and scoring is conducted locally. [ABSTRACT FROM AUTHOR]

This paper examines the sources of authority behind the Bologna and ASEM secretariats’ technocratic appearance and administrative routines, and argues that they are transnational policy actors in their own right. By drawing on principal-agent theory and the concept of ‘authority’, it offers an alternative framework for understanding the various forms of authority. The case studies generate three important insights. First, it shows how the secretariats derive their authority from thetasks delegated by states, themoral valuesand social purpose they uphold, and theexpertisethey possess. Second, it compares how the different governance structures of the Bologna and ASEM education processes impact on the secretariats’ authority. Third, it highlights how the secretariats exercise their respective authorities and exert their discernible influence at different stages of higher education policy-making and region-building processes. [ABSTRACT FROM AUTHOR]

This article develops Thomson’s post-Heideggerian view that ontological education is centrally concerned with disclosing being creatively and responsibly. To disclose being creatively and responsibly is to realize the meaning of being, developing our historical understanding of what being means along with our consequent understanding of what it means for us to be, both communally and in the many facets of our own individual lives. As ontological educators, we disclose our own being by becoming who we are, which we do best by learning-in-public, that is, by ‘teaching learning’. In the teaching and learning that belong together in ontological education, we come into our own by helping others (both human beings and non-human entities) to come into their own as well. Thomson explains and develops the crucially meaningful difference between creatively and responsiblydisclosinginchoate meanings, on the one hand, and technologicallyimposingpre-existing plans and ideas, on the other. Responding to five recent essays on Heidegger allows Thomson to elaborate a non-nihilistic way of understanding education, teaching, learning, and being in our late-modern age of increasing technology. This article thereby articulates and embodies some of the important educational possibilities opened up by a more genuinely meaningful postmodern understanding of being. [ABSTRACT FROM AUTHOR]

The link between pedagogy and sexuality is an educational twilight zone both dangerous and full of possibilities. Being such a controversial and sensitive issue, teachers should have a safe space to discuss it. I suggest that fiction manages to capture the evasive nature of the subject. To illustrate this point, I analyze the novel Up the Down Staircase (1965) by Bel Kaufman, and show how it may serve as a good starting point for teachers willing to confront this complex issue. [ABSTRACT FROM AUTHOR]

This article analyses the social interactions and behaviours evident within an adult, amateur ballet class in one of Scotland’s cities. Using an ethnographic empirical approach, the study utilises Erving Goffman’s model of dramaturgy to explore the impression management of participants from the ballet class. Evidence (data) was generated through a triangulation of methods enabling the following themes to be explored: vocabulary of ballet; ballet body idiom; and teacher–pupil dynamics. The creation of a grounded coding framework saw evidence emerge to suggest that the nature of the dominant ‘realities’ being presented and maintained are ones that reinforce and authenticate the dancers as embodied ballet students. Much ballet-related behaviour involves staged presentations of self, felt to be necessary for conveying the ‘correct’ impression or demeanour expected of a ballet dancer. This article explores the techniques adopted to foster, present and maintain these fronts, seeking to theoretically explain their contextual aspects. [ABSTRACT FROM PUBLISHER]

This article explores how one specially prepared, accomplished teacher managed dilemmas that arose as she worked to enact responsive language arts instruction with English Learners in a policy context that privileged high-stakes accountability and standardization. Drawing on sociocultural learning theory, the article illustrates how the teacher’s sense of self – who she ‘wanted to be’ – informed her engagement with educational policy. Ultimately, we argue that the teacher’s identity pressed her to engage in acts of appropriation and authorship vis-à-vis the policies and policy-related tools she was asked to implement. In making this argument, we theorize an agentive and dialectical relationship between teachers’ identities and their participation in policy implementation. [ABSTRACT FROM PUBLISHER]

Set against the backdrop of the contemporary crisis of capitalism and world-historical events, this article examines the advance of globalized imperialism from the perspective of a Marxist-humanist approach to pedagogy known as 'revolutionary critical pedagogy' enriched by liberation theology. It is written as an epistolic manifesto to the transnational capitalist class, demanding that those who willingly serve its interests reconsider their allegiance and calling for a planetary revolution in the way that we both think about capitalism and how education and religion serves to reproduce it at the peril of both students and humanity as a whole. [ABSTRACT FROM AUTHOR]

This case study focuses on the functioning of German immigrant organisations in Antwerp and Rotterdam in the early twentieth century. It is often assumed that patriotism is central to a good understanding of German associational life abroad. Based on case studies of the sailors' homes and German schools in Antwerp and Rotterdam, I argue that a focus on opportunity structures may provide a better understanding of associational life than an emphasis on its supposed patriotic character. The strongly differing opportunity structures, then, can be explained by both looking at the type of organisation and the political environment in the country of settlement. [ABSTRACT FROM PUBLISHER]

Our current educational systems reflect forms of thinking and organizing that are not appropriate for the twenty-first century. New transdisciplinary educational approaches should integrate complexity, creativity, and an awareness of the most recent developments in the sciences. [ABSTRACT FROM AUTHOR]

This paper concentrates on a seminal figure in the history of Canadian education who has never previously been the subject of historical examination: Duncan McArthur. As Deputy Minister, then Minister of Education, in Ontario between 1934 and 1942, he guided the province’s public schools during a period of dramatic reorganisation within a context transformed throughout the interwar years by modernity, economic instability, urbanisation and industrialisation. Under McArthur’s leadership, revised programmes of study formally introduced the rhetoric of progressive education into Canada’s most populous public school system. This rhetoric wove together three distinct themes – meliorism, efficiency and child study – articulating a progressivist educational vision for Ontario’s teachers and students. [ABSTRACT FROM PUBLISHER]

Over the past 30 years, psychoanalytic contributions to our understanding of human development, psychopathology and clinical practice have gradually become marginalized in academic social work. Although this trend is partially rooted in historical tensions within the profession, contemporary issues have also contributed to the widespread failure to acknowledge the salience of psychoanalytic ideas in the instruction of social work graduate students. The influence of managed care, changes in the academy as well as within the profession, and the domination of biological models of causality are among those factors reviewed. This paper also examines specific critiques that have been made against psychoanalytic thought, with detailed attention to two: (1) ‘Psychodynamic ideas cannot be empirically validated,’ and (2) ‘Psychoanalysis is an elite method of treatment.’ [ABSTRACT FROM AUTHOR]

The debate about the development of sport in Ireland is a lively one and is broadening all the time as more and more historians investigate it. This essay examines the criticisms by Cronin on Finn and argues that Cronin has at best an imperfect understanding of Athleticism as an education ideology. It explores the ideology of Athleticism with a focus on two elite Irish schools and points the way for more detailed research approach in understanding the extent of Athleticism in these schools and its diffusion into wider Irish society. [ABSTRACT FROM PUBLISHER]

It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students’ own analogies in teaching, and analogy generation in collaborative settings, such as in small-group work. Empirical studies show predominately positive results with regard to students’ enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward. [ABSTRACT FROM PUBLISHER]

The purpose of this paper is to show that genuine dialogue is a refined human achievement and probably the most valid criterion on the basis of which we can evaluate educational or social policy and practice. The paper explores the prerequisites of dialogue in the language games, the common certainties, the rules of logic and the variety of common virtues; defends dialogue as a normative concept and interprets the principles of dialogue as extensions of its prerequisite virtues. Finally, it examines the social conditions that are conducive to dialogue and those that frustrate it. [ABSTRACT FROM AUTHOR]

The 10-year anniversary of the first democratic elections in South Africa in 2004 provoked much reflection and fuelled new policy debates on both the progress and failures of educational reform. While a myriad of achievements have been touted and are well-known to international audiences, a swelling critique from inside South Africa shows that much work remains to be done. By glancing backward as a way to understand how to move forward, we review several important recently published books on post-apartheid education policy to learn how policies were conceived, what went well and what went seriously wrong. In engaging this extended analysis we provide a glimpse into the unique set of circumstances and challenges faced by the South African government over the last 15 years (namely the tensions between equity and redress and global competitiveness), while offering a sustained critique of the resulting policy outcomes through a social justice lens. [ABSTRACT FROM AUTHOR]

Ever since the 1979 Iranian Revolution, and even more so since the spectacular attacks by Qaʿidat al-Jihad against the U.S. on 9/11, there has been an ever-growing flood of academic and journalistic publications devoted to radical Islam. Unfortunately, much of that literature has embodied problematic conceptual perspectives that can best be characterized as 'Islam bashing', 'Islam apologism', or - worst of all - 'Islamist apologism'. The purpose of this article is to identify the key problems with all of those perspectives, and especially to challenge the widespread view that Islamism can assume genuinely 'moderate', 'democratic', or 'liberationist' forms. On the contrary, the argument herein is that Islamism is an intrinsically radical and anti-democratic extreme right-wing political ideology, one that is not only based upon an unusually strict, puritanical interpretation of central tenets of the Islamic faith but is totalitarian in its very essence. Hence Islamist movements should not be seen as being comparable to Western movements like Christian Democracy, but rather as being similar in certain respects to Western totalitarian movements like Marxism-Leninism and fascism. [ABSTRACT FROM AUTHOR]

In this paper we offer an approach to learning about the unique features of industrial districts as a socio-economic phenomenon that is based on differences. Instead of searching for one generic theory that may explain the unique construction of an industrial district or one universal way of getting under the skin of its subjects we propose 'interstanding' as a road to insight. The title alludes to different relationships: between theoretical frameworks and empirical approaches, between writing and reflecting on the one hand, creating conversations, talking and listening on the other, between teacher and student, between the academic and business communities. In the paper this 'interstanding' perspective of knowledging is demonstrated in the context of an annual international doctoral course on SMEs in economic and regional development. The participating doctoral students are organized into research teams, each furnished with a specific theoretical perspective on localized economic development, and subsequently jointly brought to the industrial district of Gnosjö in Sweden in order to meet with owner-managers and further local stakeholders. The student groups report on their field experiences, thereby creating maps as diverse as the different theoretical frameworks being used. These contrasting images of the district's generic features and sustainability are used as an input to a conclusive polylogue seminar that offers an 'interstanding' that, on the one hand, reminds the participants that any, including scientifically investigated, reality is socially constructed, and, on the other, communicates that tensions between alternative conceptual constructs, especially if substantiated in empirical research, offer an inspiring road to knowledge. [ABSTRACT FROM AUTHOR]

This paper analyses the take-up of proposals for a national quality assurance system in South Africa using different approaches to quality assurance to classify stakeholder responses to survey and interview questions. The context of the study was the introduction of an external quality assurance system for South African higher education by an agency of the Department of Education, the Higher Education Quality Committee (HEQC) in 2004. A conceptual framework using Habermas's distinctions between system and strategic action on the one hand and lifeworld and communicative action on the other was set up to map different approaches to quality assurance and to analyse the data. Stakeholder opinion on the HEQC's proposals for institutional audit and programme accreditation was gathered using survey questionnaire and depth-interview instruments. Given that quality assurance in South Africa has been conceived as a means of furthering the state's 'transformation agenda' for higher education, different and sometimes conflicting approaches to quality assurance exist in the higher education community - underpinned by different values, discourses and purposes for higher education. The study shows that these differences of opinion were shaped more strongly by the respondents' position in the social structure (apartheid defined class and race position) than by their social role (academic, manager, quality assurance manager) in the policy-making process. The paper concludes by suggesting that this finding may be explained if one understands the adoption and intended implementation of quality assurance policy to be a lifeworld matter. The contribution of Habermas' notions of lifeworld and system to conceptualising and understanding quality assurance systems is put forward. [ABSTRACT FROM AUTHOR]

The article reflects on researching education and the environment. It states that the field of environmental education research is full of ideas and perspectives on its past, present, and future. It expects the environmental education researchers, practitioners, and policy-makers to work together with a common cause for the development of the field. It believes that the research field for environmental education has its limits and boundaries. It argues that the people's understanding of research base can offer little help in decision making even though the efforts and achievements of the field is on record in journals.

The article presents a roundtable discussion on the principles of science education in schools in Russia. The education in Russia is based on adhering to the principles of the unified labor school. It was distinguished by its strong affinity for scientific orientation. The orientation though is due to the broader paradigm of Marxist-Leninist teaching. It resulted in scientism being installed with another religion, Marxism. The combination though was contradictory for it lead to the weakening of the Soviet system of education, especially those of Soviet upbringing.

The concepts of intercultural education developed in Europe during the early 1980s, following a proposal submitted by the European Council in response to immigration. The concept of intercultural education is now quite common in Italy, not only in books, but also in the area of school legislation. Sometimes, however, even in the field of education, such terms simply become a fad or a slogan, emphatic yet hackneyed, meaningless or misused, which may give rise to irregular patterns of application in different contexts. In the course of this paper, I shall present the results of a research project—carried out by the Centro Studi Interculturali at the University of Verona—pertaining to the implementation of these principles in Italian schools. Our analysis, based on a sample of textbooks used in primary schools in several Italian provinces, investigated the presence of stereotypes, prejudices and intercultural education concepts. [ABSTRACT FROM AUTHOR]

Accreditation in higher education is examined by drawing on the experiences of academics and managers in Britain, the United States and Canada. The qualitative comments are used to deconstruct the notion of accreditation. Accreditation processes, it is argued, are not benign or apolitical but represent a power struggle that impinges on academic freedom, while imposing an extensive bureaucratic burden in some cases. Accreditation can also act as a restraint on innovation and run counter to pedagogic improvement processes. There is a taken-for-granted underlying myth of an abstract authorising power, which legitimates the accreditation activity. This myth of benign guidance is perpetuated by the powerful as a control on those who provide the education and represents a shift of power from educators to bureaucrats. [ABSTRACT FROM AUTHOR]

Suggests that one special difficulty in teaching world geography is overcoming the scale differential between individual students' direct experiences and the immense size and complexity of the world. Recommended innovative framework of operational principles or maxims; Application of the framework; Proposed changes based on the nature of student responses to foster a more constructive learning experience.

Balint was among the first to express concern about the "hidden power dynamics" that underlie training analyses. In this paper, I identify some of the problems with this form of treatment, which simultaneously tries to educate the candidate about analytic treatment and ensures that the candidate satisfies certain requirements before he or she is permitted to practice analysis. I argue that the candidate's trying to complete the training analysis—a prerequisite to becoming a full fledged psychoanalyst—may prevent the full manifestation of the breadth and extent of the candidate's neurosis. Paying attention to the therapeutic alliance assists the analytic dyad in navigating the complex work of a training analysis. [ABSTRACT FROM AUTHOR]

Discusses the problem of instruction and development in the works of L.S. Vygotskii and P.Ia. Gal'perin. Question on the relation between Vygotskii's cultural and historical theory and Gal'perin's theory of the phased formation of mental operations; Problem of internalization; Relation between instruction and development.

Discusses the institutional preconditions of a democratic paideia. Social and educational level of instituting paideia; Examinantion of a transition strategy for the move from present miseducation to a democratic paideia through an emancipatory education process; Basic tenet that education is intrinsically linked to politics.

Analyses of emerging New Labour policy and practice in the post-compulsory education and training sector have been centrally concerned with the role of 'third way' values and politics in the formulation and development of projects and initiatives. Alternative interpretations of the 'third way' conception are examined and located against the background of some flagship schemes, particularly the New Deal Welfare to Work and the University for Industry learndirect initiatives. It is concluded that policies influenced by third way notions involve more rather than less state involvement and centralism than neo-liberal strategies of the past. This New Labour statism – arguably different from both Old Left and New Right centralism – could, conceivably, be justified in terms of achieving the socio-ethical strands of current policy concerned with social inclusion and communitarian approaches to the distribution of educational goods and services in the face of the forces of globalization. [ABSTRACT FROM AUTHOR]

The authors analyze the treatment of multiculturalism in the 1999 National Association of Social Workers Code of Ethics, arguing that it presents multiculturalism as a knowledge base and area in which social workers should demonstrate competence rather than as a guiding principle of virtuous practice. They criticize the ramifications of this application, and propose three arguments for repositioning multiculturalism in the Code as a principle of ethical practice rather than a specific knowledge area. [ABSTRACT FROM AUTHOR]

Beginning from the argument that the sociology of educational knowledge remains a sociology without a theory of knowledge, this paper illustrates the significance of the structuring of knowledge for the development of intellectual fields through a study of cultural studies in British higher education. The paper presents a means of bridging the divide between analyses of ‘relations to’ and ‘relations within’ education (Basil Bernstein) by conceiving educational knowledge as legitimation, i.e. as both positioned strategies within a field of struggles and potentially legitimate truth claims. First, the institutional trajectory of and claims made for cultural studies by its proponents are outlined. Analysis of the underlying principles of this language of legitimation is developed into a generative conceptualisation of modes of legitimation, and cultural studies is defined as a knower mode, where knowledge is reduced to the knower and epistemology replaced by sociology. Using this framework, cultural studies is then analysed in terms of: (i) relations to its institutional trajectory (developing Pierre Bourdieu’s ‘field’ approach); and (ii) relations within its mode of legitimation, focusing on their ramifications for the field’s structure. It is argued that legitimation embraces the insights of both approaches, thereby contributing to a cumulative and epistemological sociology of educational knowledge. [ABSTRACT FROM AUTHOR]

Looks into the educational context of spirituality in promoting spiritual and moral development. Basic ideas concerned with the opposite area that shows spirituality as broad as religion; Central area of religion wherein spirituality overlap; Rational aspects that are the proper field of philosophy and academic theology; Significance of education in spirituality for the development of the ability to reflect; Comparison of mystics and religious traditions.

Provides information on broad literature on colonial transition and identify ways in which the Hong Kong pattern does and does not match experiences elsewhere. Patterns of colonial transition; Systems of education in Hong Kong; Autonomy and educational decolonisation prior to the transitional period; Educational changes between 1984 and 1997; Information on continuing transition beyond 1997; Conclusions.

The article focuses on the role of history to promote group solidarity and pride or to strengthen beliefs, values or moral habits. Especially in societies which are at least in part democratic or open, among people of a liberal or progressive outlook, uses of history have come to be regarded as an unjustifiable mode of indoctrination. A central problem in any study of history at any level is that of how important should be the subsequent success or failure of individuals or groups and their ideas or policies. A common contemporary extension of unconditional relativism is the argument that since no evidence is complete and all people have a point of view it is inevitable that all historical explanations will be biased and prejudiced. It is anachronistic folly to judge an individual, a groups a generation or a society by arbitrary standards derived from other times and places. The crisis in Aboriginal education in Australia now a days arises in part from the adoption of unconditional relativism as the only perceived alternative to an imposition of white ethnocentric values. If one set of beliefs were as rational or explanatory or generally as adequate as any other there could be no reason why any group should change its beliefs. Any profitable study of history includes a dimension of moral judgment and a concern about human worth. In the absence of explicit criteria implicit and unexamined assumptions are usually influencing historical writing and thinking.

The following article is actually a five piece work built around an essay submitted to the Internet the week prior to the tenth anniversary of the Challenger disaster. The article discusses the juxtaposition of schooling and the Challenger disaster, and incorporates a collective response of Internet scholars to the basic theme. In a brief conclusion, the article is held up as a model for future sorts of collective Internet and print scholarly joint ventures. [ABSTRACT FROM AUTHOR]

Charles Beard was arguably the most influential historian in the United States during the first half of the twentieth century. He was also a key figure in the theoretical conceptualization of social studies education. The vision of social studies he recommended for schools, which he articulated most thoroughly during the 1930s while serving on the American Historical Association's Commission of the Social Studies, was influenced greatly by his notion of the nature of historical inquiry and understanding, but, more fundamentally still, by his long-standing, deep-seated disposition as a progressive reformer. [ABSTRACT FROM AUTHOR]

Current rationales for global education presented by certain leaders in the field lack explicit images of global responsibility. Man-in-dialogue, which defines responsibility as responding in dialogue with all beings and all things, is a defensible moral image for global education because, among other reasons, it can give moral direction to education for global responsibility without sacrificing freedom and diversity; it is supported by inquiries from diverse fields of knowledge; it conceptually interconnects self and world--including the responsible self and global responsibility; it can accommodate all inquiries, concerns, and approaches to social education; and it deals directly with societal barriers to global society, notably the loss of community and identity. Two older, more dominant images of the good life, man-the-maker and man-under-law, lack such defensibility partly because they tend to have ahistorical and reductionist views of man. [ABSTRACT FROM AUTHOR]

This article Presents information about the proceedings of the annual meeting of the Standing Conference on Studies in Education, held in the Council Room at King's College, London, England, on December 19, 1957. At the business meeting the Conference chairman A.V. Judges and the treasurer Alan Milton were re-elected. The discussion which followed was attended also by members of the University Training Department and Training College staffs. Professor Ben Morris of Bristol University and educator W.B. Inglis have introduced a discussion on the place of the personality in educational theory. Morris spoke on the topic "The Concept of the Personality in Educational Study." He assumed that the educators are primarily concerned with helping children to grow to maturity. In the discussion, it was concluded that the relevance of personalist thinking to education will be judged in what it has said and what it will yet say concerning three main issues: the worth of each and every human life, human relationships and discipline, involvement as a principle of learning.

During the 15 years that Quality in Higher Education has held a focal position in the field of higher education assessment, the concept of quality has evolved from a debatable and controversial concept to an everyday matter in higher education. The author takes a personal look into the development of the field by first tracking the discursive changes in the debate, and then reflecting on the shift of the quality discussion from a matter of political substance debate to a matter of technical implementation. The article finishes with a look into possible futures of the quality revolution. [ABSTRACT FROM AUTHOR]