Search

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923-2017) as a free-space theory of education, as a way of grasping the problematic nature of 'pedagogical protection.' The theoretical potential of Henssler's thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler's theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler's thought of asylum as a theory of 'pedagogical protection.' Thirdly, I consider whether it is possible to interpret 'free space' in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.

This analysis examines an archaeology of statal narratives as they relate to the multilingual linguistic milieu of the Philippines since independence at mid-20th century. Critical transformations to statal narratives linked to language over the last century have been shaped by interacting, sometimes competing discourses, deriving from a paradoxical mix of influences: on one hand, contemporary narratives of language have been shaped by modernist discourses focused on the unification of the nation through language, but more recently, these discourses have shifted to focus also on the possibilities of figuring certain local and regional languages in pragmatic terms that index an increasing orientation to preoccupations inherent in discourses of late modernity. In late modern contexts, discourses of multilingualism and multiculturalism in the Philippines have been intertwined with ideological orientations that promote regional peace, cooperation, and economic growth in part informed by the country's involvement in ASEAN (Association of Southeast Asian Nations), where the recognition and maintenance of the multilingual and multicultural character of participating nations are framed as key mandates. By examining the emergence and transformation of discourses from modern to late modern ones at the level of the statal narrative, this analysis sheds light on emergent forms of nationalist narratives focused on both the instrumental value of global languages such as English, but also the valuation and figuration of certain local and regional languages in new ways and the contentious processes in history though which these discourses have taken hold.

Universities in the English-speaking world may trace their origins to England, where the first universities of Oxford and Cambridge were established. These universities were, for centuries, the models for universities to come both in terms of structure and philosophy; and they also became a tool of British colonial policy. With the progression of British expansionism, many English men penned their ideas of a university; some of which were brought to fruition. In the 21st century, we have a multiplicity of independent nations which were formerly under British rule. While in most societies there was a phasing out of colonial institutions, many universities established during the colonial epoch seem to have withstood the test of time. It would be interesting therefore to assess some of these institutions and their evolutions in a broader endeavour to examine developments in higher education in societies post-independence. What conversations were had prior to independence regarding higher education? What ideas of a post-colonial university prevailed and what ideas should have been put forth? Were there shifts away from what constituted a colonial university? This paper is also an attempt to include universities in the post-colonial discourse and to propose an ideals of the university from a postcolonial perspective.

At the end of the 20th century, changes took place in the world that forced politicians and scientists to rethink many seemingly established postulates about the laws of social life and about the ways of development of human civilization. The modern development of the social movement among the Tatars of Russia, and especially the national processes in Tatarstan largely repeat the trends in the development of the nation in the pre-Soviet period. The main role in the social movement of nations is played by the activities of the elite aimed at creating political, educational and cultural institutions. The turning point in the history of the Tatar people should be considered the end of the 19th - the beginning of the 20th century. The Tatar ideology was created during the period of rapid development of bourgeois socio-economic relations (especially noticeable among the Tatars of the Volga-Ural region) and the rise of national culture. However, until recently, the sources and works of authors of different times have not been fully studied, although they contain data on the processes of formation of the Tatar social factor and the Tatar nation itself in the context of the development of the Russian community.

This article addresses the ways in which Swedish history textbooks for upper secondary schools published between 1994 and 2011 deal with the most recent past. The textbooks are chronologically organized and follow history into the textbook authors' time, and each new edition of the textbooks includes the latest developments. The article inquires as to whether this gradual addition of events is to be regarded as historiography at all, or what the possible difference is between contemporary commentary and historiography. It examines which events and developments are selected, how they are presented, and how they can be interpreted with regard to periodization and the use of history.

"Countering Miseducation: Situating K-12 Social Studies Education within the Black Intellectual Tradition" combines two separate articles--Part I "Re-membering" The Teachings of PtahHotep: Educational Implications of the Oldest Book in the World" and Part II "Locating Early 20th Century K-12 Black Social Studies Educator, Leila Amos Pendleton, within the Black Intellectual Tradition." Our aim is to speak to limitations and new possibilities in Social Studies education. We address lesser known Black intellectuals, PtahHotep in ancient Egypt [Kemet] and Leila Amos Pendleton, African American educator and social activist, and how their intellectual contributions expand the contours of school-based instructional knowledge for teachers and diverse learners. Moreover, this article uses African-centered perspectives to place key issues surrounding standards-based Social Studies instruction within the context of the Black Intellectual Tradition. In Part III, we conclude with a duoethnography discussion on the aforementioned intellectuals and the implications of their work for the continued development of Social Studies education.

This paper delineates the intellectual history of endeavours to generate a unified science of child welfare in Finland in the early twentieth century by elucidating the efforts of leading Finnish protagonists to depict the concept of child welfare science. The idea of such a new science was not unique to Finland; similar trends emerged extensively throughout the industrialising world, in which child welfare was being increasingly championed. The fundamental reasons given for developing a child welfare science in Finland were linked with ambitions to develop child welfare as a consistent system in modern society. The aspiration to develop a scientific basis for child welfare was not only about adapting relevant research-based knowledge to practice, but also about creating historical and theoretical self-understanding in the field. The intention was to construct a comprehensive conceptual framework for the child welfare needed in policymaking, legislation, and systems building, as well as in the development of professional practices. Although focusing on Finland, the review is of more general significance.

This article considers Australian receptions of C. P. Snow's "The Two Cultures and the Scientific Revolution" (1959), and of the controversy over the literary critic F. R. Leavis's combative 1962 response to it. Taking a lead from conceptual insights in global histories of science and the history of knowledge, the paper considers the ways knowledge claims iterate differently in different geographic and cultural contexts. Elements of the Snow-Leavis dispute resonated among Australian scientists, cultural critics, journalists and poets, while others did not. Snow's diagnosis of a disciplinary antagonism between the humanities and the sciences was central to Australian receptions of the controversy, but wider political issues, emphasised in much of the more sophisticated historiography of the 'two cultures' as a British-American controversy, were largely ignored. This reception reflected the post-war expansion of Australian higher education, and the shifting relations within it between the humanities and the sciences.

Purpose: In this study, the use of real environments in education and making students face real problems has been taken as a basis. The question "What is the relationship between the philosophical roots of authentic learning & geography education?" was determined as the problem status of this study. Research Methods: The method of this study was a document review. Accordingly, the philosophers selected by purposeful sampling within the educational sciences intellectual history, and their works were retrospectively examined, and the intellectual roots of authentic learning were investigated. Findings: The findings showed that authentic learning underwent an intellectual preparation process the roots of which date back to the 16th-century philosopher Erasmus. Erasmus, Comenius, Rousseau, Pestalozzi, Frobel, Dewey, Vygotsky, and Piaget, respectively, followed and developed each other's views on this subject. The naturalist approach involved in the classical view within the philosophy of education; in other words, the use of real space in geography education was the main field where authentic learning developed. Implications for Research and Practice: Given that authentic learning, which is not so common in Turkey, is discussed in more studies and applications within the frame of this idea has been considered crucial concerning the development of geography education.

The paper deals with the analysis of the works of selected pedagogical thinkers in relation to the humanistic pedagogy of C.R. Rogers. The aim of the paper is to identify the components of humanistic pedagogy--Person Centred Education (PCE) in pedagogical theories that were created prior to the PCE. Based on the content analysis, we tried to identify the central components of PCE--empathy, authenticity and acceptance in pedagogical concepts of significant pedagogical thinkers. We focused on selected pedagogical thinkers who lived in Central European space from the first half of the 17th century until the first half of the 20th century. In particular, such thinkers were selected who were ideally close to the PCE bases influenced by European humanism--J. A. Comenius (Komenský) and his lesser known successor J. I. Felbiger, German thinker J. F. Herbart and later O. Chlup influenced by pedocentrism. The above-mentioned authors dealt with the subject of teacher empathy, at Comenius we even have the technique of active listening, and we also find authenticity and acceptance. We can say that these central components of PCE had been used in pedagogical theories to varying degrees before the PCE was established. In addition to enriching and modifying contemporary pedagogical theory, the article also aims inspire interest in pedagogical thinkers of past centuries who have dealt with similar problems in our theories that we are dealing with today. Thanks to this thematically defined reflection of the mentioned pedagogical theories, we can get inspirational insights into some of the problems of contemporary pedagogical theory and practice.

The centennial anniversary of John Dewey's "Democracy and Education" has been celebrated this year in a reconstructive and utility-based spirit. The article considers this spirit and the need to complement it with a critical-deconstructive and "use-less" prism that will reveal shortcomings in Dewey's and our own political pedagogies. Gleanings from Dewey's book allow us to begin with what most educational theorists today treat as strong points of Dewey's politics and then to explore how such points appear or disappear when Dewey's ideas travel and how they relate to colonial and developmentalist elements in Dewey's pragmatism. The article reveals how such elements operate in one of Dewey's educational policy writings and in his related travel narratives. The main aim of the article is to indicate that we often require a "learning by undoing" to obtain a heightened view on the stakes and challenges of old and current progressive pedagogies.

This article is a revised version of the keynote presented at LAK '16 in Edinburgh. The article investigates some of the assumptions of learning analytics, notably those related to behaviourism. Building on the work of Ivan Pavlov, Herbert Simon, and James Gibson as ways of "learning as a machine," the article then develops two levels of investigation (processing of personal data and profiling based on machine learning) to assess how data driven education affects privacy, non-discrimination, and the presumption of innocence. Finally, the article discusses how data minimization and profile transparency will contribute to the methodological integrity of learning analytics, while protecting the fundamental rights and freedoms of human learners thus safeguarding the creativity, humour, and contestability of human learning. [Paper presented at the LAK '16--International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]

There is no doubt that second/foreign language teaching and learning has evolved over the years, distinguishing varied trends in the course of its history. Interestingly, vocabulary has been the dominant focus in the last decades despite it being an undervalued and often overlooked component in the earlier stages. This reorientation is reflected not only in terms of classroom practices and education policies, but also in second/foreign language acquisition (SLA) research. The following seeks to provide an understanding of the position assigned to lexis within the scope of different methods implemented throughout the years, thus allowing us to: 1) trace the evolvement of the significance of vocabulary in SLA, and 2) appreciate the importance of lexical development in SLA. In congruity with these elements, current trends and practices related to second/foreign language vocabulary knowledge development are also discussed. This paper is of significance to scholars, researchers, language educators and curriculum designers.

Ginni Sackett shares insights ignited by a presentation given by Professori Raniero Regni in Rome at an AMI International Trainers Meeting. Dr. Regni stated that, "To go beyond Montessori is to rediscover Montessori. Montessori is waiting for us in the future." By re-examining Montessori's writings, Sackett traces the subtle ways in which Montessori's scientific pedagogy has gradually become more associated with the teaching profession than with that of scientists, and she urges us to remember Maria's scientific foundations: "experiment…observation…evidence or proof." Because we study "children, not brains" in a prepared environment and because we offer experiences and do not impose experiences, we are uniquely poised to "help contemporary neuroscience" and contribute to future research. [This paper was presented at the NAMTA conference titled "A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment" in Portland, OR, Mar 31-Apr 3, 2016.]

More than a decade has passed since "American Educator" featured the work of Joy Hakim, a writer whose nonfictional accounts of history and science have long fascinated students and teachers alike. With the advent of the Common Core State Standards, and their strong emphasis on nonfiction, Hakim's accounts may prove useful to educators seeking worthwhile content that both expands students' background knowledge and sparks their imagination. The following article introduces Hakim to those unfamiliar with her work (and also reacquaints those who are fans). She recounts her journey from newspaper reporter to children's book author, while sharing her thoughts on the importance of narrative nonfiction in student learning. Throughout her career, Hakim has written stories rich in detail about figures such as Aristotle, Alexander the Great, Nicolaus Copernicus, Sir Isaac Newton, and many others. In the sidebar "Field Days for Farady and Maxwell," we give a glimpse of how she takes readers on a journey back in time by excerpting a chapter from her latest publication, "Reading Science Stories," an e-book available on Amazon.com. This particular chapter tells the story of Michael Faraday and James Clerk Maxwell, whose efforts laid the foundation for "an electromagnetic revolution," as Hakim eloquently writes.

The psychology of science is a field of research emerged in the late 80's and its basic interest is the study of the conditions determining the rise and development of scientists and researchers. However, in spite of its apparent novelty, it is feasible to find background widely disseminated in the work of previous authors. One of them is R. Ross, who wrote an article in the Paraguayan journal "Letras" in 1915. Ross argued that geniuses' production is one of the most valuable potentials to which a nation can aspire and has a relevance degree higher than any kind of wealth. His argument agrees with considerations related to the subjective processes leading creative inspiration, the generation of new ideas and the relations between genius and insanity, a view that fits the ideas of the Italian physician Cesare Lombroso. The article concludes that Ross' ideas may be identified as a distant background for the psychology of science, although it has not reached a later continuity in the work of other Paraguayan authors. The methodology adopted is both descriptive and critical, with a contextual analysis of the primary sources that are relevant to the problem.

In this study, the historical development of experimental research on learning processes from scientific texts has been introduced. Then a detailed analysis of the main contributions of cognitive science has been provided and the theoretical developments that are considered to have had a major role in the comprehension and understanding of scientific texts have been dwelled on. Our premise is to determine how development in understanding the basics of the comprehension of scientific text has been achieved and indicate the best way to continue research in the fields in which there has been less development. For this reason, types of theoretical developments required in order to make progress within the framework of learning processes from scientific texts have been included in this analysis. Thus, a contribution will be made in terms of better interpretation of the scientific texts used in environmental and science education. [Note: The citation at the top of the pdf is incorrect. The page numbers should be 29-34, not 905-920.]

The purpose of the study is to analyze the implementation of the democratic principles in the court and judicial process in the trial by jury by the example of the history and development of this institution in Russia. The authors used different methods and approaches, in particular, historical, systemic and Aristotelian method, concrete historical approach and rather-legal analysis. The paper assessed significance of the historical experience related to the organization and activities of the jury as a guarantor of successful implementation of democratic principles in the criminal trial, with regard to the international experience. The authors conclude that jury trial has its ancient roots, however, this modern phenomenon is taken from England. The research findings may be useful for future explorations on the origin of a jury by historians, philosophers and lawyers etc.

The purpose of the study is to analyze the influence of Shakarim--a follower of Abai--on Kazakh philosophy, his worldview and opinion of existential issues. The specifics of the problem under consideration required taking a synthetic approach to the use of various methods in this research. A synthesis of dialectical, metaphysical, rational, intuitive, analytical, phenomenological, historical, and logical methods showed the sources and the dynamic of formation and development of the Kazakh philosophical thought. The novelty of this study is that the main philosophical existential issues are investigated from the perspective of Eastern nomadic philosophy. The originality of the research lies in the fact that the Kazakh philosophical tradition is continuous, discrete, mosaic, autonomous, and original ad initium as a result. Dating back centuries, it returns to us in the form of texts carved in stone and preserved in the unique system of oral storage of information. It is appropriate to develop the national philosophical idea as an original system, like in the times of Shakarim. The national tradition of each culture is of great international interest. This study presents a concept of a harmonious individual according to Shakarim and substantiates the importance of developing national philosophy as an equal member of international dialog.

In recent decades, adult and community education has emerged as a distinctive discipline in its own right, based on scholarship in the quest for real equality and social justice. This distinctive discipline is already characterised by "really useful practice", that is, critical, creative pedagogy, heavily influenced by women's studies and women's community education. Further, it draws on "really useful knowledge", the cocreation of knowledge for critical consciousness. I make the case that we in the field need to develop a distinctive research approach to underpin the discipline, "really useful research" that is dedicated to promoting emancipation, addressing inequality and inequity, in order to counter the ways in which research has been employed in maintaining the status quo. The article argues that research is not neutral, as feminist research approaches has demonstrated so clearly. And research has been used in a reductionist and instrumental manner, to implement global agendas for private gain rather than public good. Critical adult and community educators are dedicated to real equality and social justice, and "really useful research" will provide the wherewithal to works towards that end. (A bibliography is included.)

The leaders of the library profession in the United States in the 19th century were white, middle-class, college-educated men. They attempted to construct librarianship in the United States as an equivalent profession to the other white, masculine professions of their day. They also created education for librarianship in the same mold. They subscribed to, and employed, the traditional white Western masculine definition of profession as one of expertise derived from education based on science. They also employed the control of knowledge and its application as exemplified by the type of professional education they promoted. Their efforts were not restricted to education but also included active discrimination against female librarians in the Library War Service during the First World War. This paper presents a new perspective on the meaning of "profession" which recognizes it as situated at the intersection of gender, race, and nationality and explores the implications for modern education for librarianship.

The relevance of the researched problem is determined by transformation of the human capital into the key economic resource of development of the postindustrial society. The purpose of the article is to disclose the content of evolution of the human capital as a scientific concept and phenomenon of the economic life. The leading approach to the studying of the problem of changes in ideas about the human capital is the evolutionary approach that allows us to identify the cause-and-effect relations between definitions of this concept and actual necessities of economic development. The author's hypothesis about the necessity of priority of the human capital and its intellectual component in the study of economic content was proved in the article. It is necessary for the subsequent quantitative analysis of interconnection between the human capital development and structural changes in the economy. In this research the original definition of the concept was formulated. The materials of the article can be useful for development and implementation of the policy of the innovative economic growth in regard to accumulation of the human capital.

The paper explores the impact of the continental system exerted on the constitutional and political evolution of both the United States and individual states and tries to characterize the development of constitutional review phenomenon within the framework of the continental legal system and the Anglo-Saxon legal system. The research stands on the comparative legal analysis methodology within a diachronically featured paradigm. The paper explores the ways through which the continental system could exert relevant impact on the constitutional and political evolution of both the United States and individual states. Further on the article traces the development of the concepts of constitutional review within the framework of the continental legal system and the Anglo-Saxon legal system. The above stages of the analysis allowed the author to outline the specifics, nature of the essence of judicial review in the context of axiological analysis of public activities. The study concludes that judicial review is used to elucidate to what extent a rule of conduct complies with the safeguards of human and civil rights and liberties set out in a specific country.

This research presents the overview of the origin of fingerprint biometric technology, the opinion of the public on the acceptance of fingerprint biometric technology and the means of instilling confidence on the public for the total acceptance of the technology. Data was collected with the aid of a lecture and structured questionnaires distributed to 50 respondents in NewLine Computer training Center Ltd. Abakpa. There were lectures and interviews conducted by the researcher and questionnaires completion by the selected population of 50 people comprising of age between 18 and 65 years. The 50 people consist of individuals from education, technology and government organisations. The organisation was done by the Researchers and three members of staff of NewLine Computer training Center Ltd. Abakpa Nike Enugu. The lectures enlightened the 50 participants/respondents that fingerprint is a discontinuous variation and that no two persons have exactly the same fingerprint. The study revealed that it is obvious that confidence will be instilled in the public if there is public enlightenment as the number of respondents who believe that fingerprint cannot be stolen or copied is 92% although 8% of the respondents is still biased after the lectures. The research will instil confidence in the use of fingerprint biometric technology and will break the shackles of currently being a misunderstood novelty to a widespread, mainstream personal identity authentication tool.

This article analyzes the role of the Julius Rosenwald Fund in shaping the career of W. Allison Davis, a distinguished anthropologist who became the first African American appointed to the faculty of a mostly white university. From 1928 to 1948, the Rosenwald Fund ran an expansive fellowship program for African American intellectuals, which, despite its significance, remains largely unexamined in the scholarly literature. Davis tied his academic aspirations to Rosenwald Fund support, including for his early research and the terms of his faculty appointment. His experiences illustrate the dynamics inclusion and exclusion of African Americans in the academy; paternalistic promotion and strategic denial functioned as two sides of the same coin. Spotlighting Davis's negotiations, this article establishes how presumptions of racial inferiority guided Rosenwald patronage and demonstrates the extent to which the principles of meritocracy and expertise remained secondary concerns for those interested in cultivating African American intellectuals.

As someone whose training is in political science and who writes about the history of my own discipline, I admit to some hesitation in recommending future avenues of research for historians of education. For that reason, the following thoughts are directed toward disciplinary history broadly and social science history specifically. Moreover, the three articles that contributors to this forum were asked to use as inspiration suggest that any future I would recommend has been under way in one form or another for a while. For those reasons, I want to reframe my contribution as a reflection on a particular mode of analysis all three authors employed and how it may be particularly useful for exploring the questions of power, exclusion, and race- and gender-making in the academy that are present in all three articles and that explicitly animate two of them.

The movement towards the use of the history of science and problem-based approaches in teaching serves as the impetus for this paper. This treatise aims to present and examine episodes in the lives of prominent scientists that can be used as resources by teachers in relation to enhancing students' interest in learning, fostering skills about problem solving and developing scientific habits of mind. The paper aims to describe the nature and basis of the personal beliefs, both religious and philosophical, of four prominent scientists--Faraday, Maxwell, Kepler and Newton. Patterns of how these scientists set the stage for a fruitful research endeavor within the context of an ill-structured problem situation are examined and how their personal beliefs directed their problem-solving trajectories was elaborated. The analysis of these key seminal works provide evidence that rationality and religion need not necessarily lie on opposite fences: both can serve as useful resources to facilitate the fruition of notable scientific discoveries.

In 1795 America's premier scholarly association, the American Philosophical Society (APS), posed the following question: [Write] an essay on a system of liberal education, and literary instruction, adapted to the genius of the government, and best calculated to promote the general welfare of the United States; comprehending, also, a plan for instituting and conducting public schools in this country on principles of the most extensive utility. In today's English, the question would mean: "Design the best system of education for the United States, appropriate for the wealthy as well as the poor, including secondary and higher education as well as elementary schools, reaching people in remote areas as well as cities, promoting the common good and strengthening our republican form of government." In a list of seven contest questions on various subjects, this education question came first, and had the largest prize, including $100 (in 1795 dollars, which is about $1,400 today) and publication by the APS. The winners were chosen two years later, in 1797. At a June 1797 meeting, society president Thomas Jefferson ordered a special meeting to judge the seven entries for the education prize. The winning essays by Smith and Knox provide us with substantial, well-crafted arguments drawing together the best educational literature of their time. Yet the losing essays, too, give us an indication of the problems and solutions of American education through the eyes of more ordinary men. Whether we view the great contest narrowly or generally, as a source for political theory or historical understanding (or both), the challenge of finding the ideal system of education for the United States remains as relevant and fruitful today as it did when the APS deemed it as being worthy of a contest. The knowledge it produced is still useful.

Over the last century, school library standards have gone through a number of iterations, and expectations for student learning have evolved. While the school library of today looks and functions differently from the school library of the early 1900s, the vision surprisingly is still very similar. The goal of today's school library is to provide access to a wide range of information in a variety of formats and to offer opportunities for students to become effective library users and to discover the love of reading. All of this should happen under the guidance of a professional school librarian working with and for teachers. What has changed over the years is how this vision is accomplished. Although expectations for student learning have evolved to meet the needs of a rapidly changing world, the vision for school libraries remains essentially the same. "Implicit within every standard and indicator is the necessity of a strong school library program that offers a highly qualified school library media specialist, equitable access to up-to date resources, dynamic instruction, and a culture that nurtures reading and learning throughout the school" (AASL 2009b). In order to get a true picture of how far expectations of school libraries and student learners has come, this article takes a look back at how the standards have evolved over the last hundred years.

In 1939 technological advances included the first handheld electric slicing knife, the first mass-produced helicopter, and the first transmission of a picture via a cable system (Science and Technology 2001). That year also saw the first Code of Ethics adopted by the American Library Association (ALA OIF 2010, 311). Can an ethical code first promulgated the year World War II began remain relevant more than a decade into the twenty-first century? This article will demonstrate why these ethical principles are more important than ever and will inform the reader about the latest developments related to the Code of Ethics.

In this paper we analyze a historical form of media literacy education that is still insufficiently discussed in English language literature: Russian cineclubs. We focus on one particular cineclub that was created by a Soviet educator Oleg Baranov in the 1950s. We describe this cineclub's context and structure, and discuss its popularity among students. The content of Baranov's classes might have been shaped by ideological requirements of the time. However, we believe that the structure of his model can be used as an inspiration for a media literacy club in today's schools globally, and not only in Russia.

After an accomplished military career leading up to and during World War II, Truman Smith (1893-1970) was seemingly forgotten. His name was seldom mentioned after the war until his memoirs were published posthumously in 1984. History shows Smith to be an astoundingly successful figure in military intelligence. This article provides a biography on the military career of Truman Smith.

Multiple intelligence is the theory that "people are smart in more ways than one has immense implication for educators". Howard Gardner proposed a new view of intelligence that is rapidly being incorporated in school curricula. In his theory of Multiple Intelligences, Gardner expanded the concept of intelligence with such areas as music, spatial relations, and interpersonal knowledge in addition to mathematical and linguistic ability. This article discusses on the intelligences, the theories based on intelligences, origin of Gardner's Theory of Multiple Intelligences and the incorporation of the theory of Multiple Intelligences into the classroom. To incorporate Multiple intelligence theory in the classroom, there is a need to specialize the process of lesson planning. This paper illustrates the need for special lesson planning, benefits of it to the teachers and learners, integrating various instructional strategies in lesson planning and its effect in the progress of the learners. This article also shows the importance of integrating MI activities in the lesson plans which aid students' learning, providing them with the optimum learning environment through their preferred learning medium and help them to achieve their fullest potential in their respective talented areas.

Epistemological preferences in Western academies over the centuries became the measuring rod for what is to count as valid knowledge in thinking about development. The genealogy of the sciences of law and economics can be traced back to the Roman and British empires. The problem is posed in this paper as to the question of how remnants of these genealogies continue to influence development models and to what extent the academy may be in need of transformation by the inclusion of epistemologies and ethics found in modernity's "other", i.e. in cultures that continue to exist outside modernity. This transformation of the academy by enlargement, it is argued, would become more feasible by scientific methodologies inspired by forms of transdisciplinarity, trilateral science, and "praxis."

In George Miller's famous address to the American Psychological Association in 1969 he explored the aims and future direction of psychology. Psychology could develop as a professional elite that develops specialised knowledge that experts can hold on to or it could aim to "give psychology away" and to allow the general public access to psychological knowledge that will be of benefit to them. In so doing it will create "a new and different public conception of what is humanly possible and humanly desirable." This vision is being realised 50 years on by the wide dissemination of psychology knowledge through, for example, university school courses in the subject, and the growth of psychological literacy in the general public. This paper discusses issues raised by this and the implications for the profession of psychology and the perception of psychology in the general public are discussed.

This article features the diaries and letters of a college student, John Price, who attended Denison University from 1917 to 1921. It shows how Price was pushed and pulled into writing in the extracurriculum by his literacy sponsors, which resulted in his founding a humor magazine as "the jock" took over as "the big man on college campuses" across the US. The article explores how writing in and for the extracurriculum among male college students developed, historically, in tandem with the emerging "modern college man identity."

Recent research has focused on the discrepancy between school counselors' preferred roles and their actual functions. Reasons for this discrepancy range from administrators' misperceptions of the role of the school counselor to the slow adoption of comprehensive school counseling approaches such as the American School Counselor Association's National Model. A look at counseling history reveals that competing professional identity models within the profession have inhibited the standardization of school counseling practice and supervision. School counselors are counseling professionals working within an educational setting, and therefore they receive messages about their role as both counselor and educator. The present article includes a discussion of the consequences of these competing and often conflicting messages, as well as a description of three strategies to combat the role stress associated with this ongoing debate.

Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. In this paper, we compare the popular list of seven propaganda techniques (with terms like "glittering generalities" and "bandwagon") to a less well-known list, the ABC's of Propaganda Analysis. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC's of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. Following from this insight, we see evidence of the value of "social reflection practices" for exploring propaganda in the context of formal and informal learning. Crowdsourcing may help create increased informational clarity for consumers because ambiguous, incomplete, blurry and biased information actually inspires us to have conversations, share ideas, and listen to each other as a means to find truth.

The accurate measurement of speed of light is of great importance in understanding various concepts in Physics in particular and science in general. In Physics we come across various concepts and applications in which high degree of accuracy of speed of light becomes important. In this article we discuss the various attempts made to determine the speed of light in a chronological order and then significant roles played by speed of light in physical theories has been discussed.

In this article, Roger Ludeman outlines the personal and organisational journey he took with many friends of student affairs and services around the world to envision and then create a new global professional association--the International Association of Student Affairs and Services (IASAS). During its 20 years of development, IASAS has come to serve as a platform that promotes and allows discussion of issues and best practices in the field: higher education student affairs and services. No matter that there are great differences in delivery methods, breadth of service, views of the student, and sometimes conceptual underpinnings, when focusing on the student, all these differences are celebrated in the context of common values, and make for interesting discussions by practitioners coming from over 30 countries. Herein, Ludeman, privileged to be at the centre of most of the efforts to form IASAS, provides a personal and reflexive account of the genesis of IASAS.

This article describes a book review assignment that is an application of enlightenment practices to a modern learning environment. This paper encourages both student learning in the content of enlightenment ideas and the methods of critical, accessible writing. Students engage in metacognition by using the critical reasoning capacities of their brains in the context of a contemporary education system, all made transparent through their engagement with eighteenth-century theories of cognition and education. Through their eighteenth-century book review paper, the students also engage in what might be termed "metacriticism" by participating in enlightenment styles of writing criticism in a critical thinking writing assignment in the contemporary classroom.

It is a charge commonly laid at history teachers that we, myopically, teach only the same-old same-old. Steven Driver has taken extreme steps to avoid this by focusing on a particular neglected event -- the American occupation of Nicaragua in the early twentieth century -- as part of his preparation of his students for A-level coursework. He presents here his rationale for forcing his students to work outside their (and most of our) comfort zones, both as historians and as students. He also demonstrates his analysis of their reactions to Central American history -- to the interpretations which they felt more, and less, able to adopt as their own. Readers of this article who wish to teach Central American history for themselves will find helpful starting points; everyone will find the inspiration at least to consider structuring their curricula to banish their myopia, and to enable their students to do something a bit different.

This paper provides a survey of scholastic drama in Tunisia. 'Scholastic drama' is a term that refers to drama as performed in schools. The paper highlights: (i) how drama in schools has been considered as a tool to fight against colonialism, (ii) how it has been influenced by various European intellectual movements, (iii) how it was used to build the new independent nation, (iv) how it was later liberated from external influences, and (v) how it has been used to teach subjects other than drama itself.

"USC Digital Voltaire," a digital, multimodal critical edition of autograph letters, aims to combine the traditional scope of humanities inquiry with the affordances and methodologies of digital scholarship, and to support scholarly inquiry at all levels, beyond the disciplines associated with Voltaire and the Enlightenment. Digital editing, and digital editions in particular, will likely expand in the next few decades as a multitude of assets become digitized and made available as online collections. One important question is: What role will librarians and archivists play in this era? "USC Digital Voltaire" points in one possible, creative direction.

Online learning is a descendant of distance education. Online education has a shared history with correspondence learning. In 1873, Anna Eliot Ticknor founded the Society to Encourage Studies at Home. Ticknor's Society established one of America's first correspondence schools, a distance learning option conducted through the mail. This Society was aimed at the education of women and enrolled more than seven thousand women. Education by mail was a quality approach to provide education for all because it allowed universities to access an infinite number of potential students. Today there are institutions that offer only online courses. At the same time, brick and mortar or traditional institutions offer online courses in addition to their face-to-face courses. A review of the literature suggests that as indicated by enrollment figures, the number of students taking online courses is growing and continued growth can be expected in the future.

It can be said that French Revolution, which broke out in 1789, affected Europe deeply in freedom, equality, and particularly with the ideas of nationalism. New values were introduced with the nationalism. With the new symbols, national states sought to give the community a new identity. Within this new formation, political powers in the adoption by the community and in its efforts to provide legitimacy, transfer tools to future generations are extremely important. In this context, the teaching of history is of great importance. In this study, a field survey was conducted on the lesson called Ataturk's Principles and History of Revolution which have aims such as being able to teach the stages of foundation of the Republic of Turkey and to transfer the information to future generations. In that study, it was also aimed to find out information about the methodology of the lesson which has great importance on the development of the consciousness of Nationalism and citizenship and about the founder of Turkish republic Ataturk. In this study a survey model was used. The students, who were studying in Kirsehir in the 2010-2011 academic years, set the population of the survey. To collect data in the survey, a questioner is used with the aim of discovering the opinions of the students about the course of Ataturk's Principles and History of Revolution. In the analysis, the t-test is used and the method of single factor variance analysis (ANOVA) and percentage frequency is used. (Contains 6 tables.)