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1. Antonio Gramsci and His Relevance for the Education of Adults (EJ793171)
Author(s):
Mayo, Peter
Source:
Educational Philosophy and Theory, v40 n3 p418-435 Jun 2008
Pub Date:
2008-06-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Correctional Education; Democracy; Correctional Institutions; Adult Education; Adult Literacy; Moral Values; Change; Social Theories; Educational Philosophy
Abstract: This paper, drawing on original sources, provides an overview of and a discussion on those writings and ideas, in Antonio Gramsci's huge corpus of work, that are relevant to the education of adults. This should provide a fitting tribute to this major social theorist of the 20th century on the 70th anniversary of his death. Among the topics discussed are those of adult education for industrial democracy, adult education and cultural preparation, adult literacy, prison education, adult education and the Southern Question with specific reference to immigration, and, most important of all, adult education in the context of an intellectual and moral reform. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The "Kingdom of God on Earth" and Early Chicago Pragmatism (EJ732868)
Trohler, Daniel
Educational Theory, v56 n1 p89-105 Feb 2006
2006-02-00
Journal Articles; Opinion Papers
Descriptors: Religious Factors; Educational Philosophy; Learning Theories; Performance Based Assessment; Educational Trends; Epistemology; Indigenous Knowledge; Essays; Protestants; Economic Factors; Hermeneutics; Academic Discourse
Abstract: Pragmatism has been rediscovered in recent years and presented as emblematic of modern thinking. At the center of this worldwide interest in late-nineteenth century Pragmatism stood, first, a rejection of the traditional dualistic construction of the world in philosophy and psychology; second, a distinguishing of the findings of learning theory from those of evolutionary theory; and, third, a consideration of industrial democracy as the context of modern thinking and action. In this essay Daniel Trohler shows that these innovations were far less secular than has generally been assumed. Underlying early Chicago Pragmatism is a reformed (Calvinist) Protestant mentality that was shaped by a vision of a common mission: realizing the "kingdom of God on earth"--a mentality that responded critically to the provocations of modernity (specifically, industrialization and capitalism) and, through this response, developed a distinctive discourse that came to be called "Pragmatism." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Social Scientist as Public Intellectual: Critical Reflections in a Changing World (ED489776)
Gattone, Charles
Rowman & Littlefield Education
2006-02-28
Books; Information Analyses
N/A
Descriptors: Political Issues; Social Problems; Economic Factors; Foreign Countries; Mass Media; Democracy; Social Scientists; Higher Education; World History; Social Systems; Political Attitudes; Social Change; Intellectual Freedom
Abstract: What is the role of the social scientist in public affairs? How have changes in the structure of the university system and the culture of academia reshaped the opportunities and constraints facing contemporary scholars? "The Social Scientist as Public Intellectual" addresses these and other questions by reviewing the ideas of seminal thinkers in Europe and the United States, and relating their conclusions to today's world. In this book, Charles Gattone examines the analyses of Max Weber, Thorstein Veblen, Karl Mannheim, Joseph Schumpeter, C. Wright Mills, John Kenneth Galbraith, and Pierre Bourdieu, tracing their perspectives through two World wars, the Cold War, and into the present. Gattone situates the ideas of these authors in historical context, showing the ways the realities of their time--fascism, totalitarianism, the rise of bureaucratic institutions, and the expansion of industrial democracy--informed their assessments regarding the place of the intellectual in the political realm. He brings their work into the current context, addressing the difficulties involved in bridging the gap between the ideas of scholarly inquiry and the practical realities of politics, and examining the ways newer factors such as the mass media relate to the character and trajectories of popular sentiment. Gattone argues that although political and economic institutions continue to influence the course of academic knowledge, opportunities remain for social scientists to act independently and develop insight that can ultimately be of value to a wide spectrum of the population in the modern order. Rather than follow the habit of striving to satisfy the narrow demands of institutional supporters, Gattone suggests that social scientists have the potential to approach their work from the standpoint of a broader orientation, and address social issues as public intellectuals. Following an introduction, this book includes the following chapters: (1) Knowledge and Politics in Early Modern Social Thought: Auguste Comte and Henri deRouvroy Saint-Simon; (2) Max Weber: Social Science and Politics in the Transition to State Capitalism; (3) Thorstein Veblen: The Social Scientist as Innovative Thinker; (4) Karl Mannheim and Joseph Schumpeter: Social Science, Intellectuals, and Politics in an Age of Declining Liberalism; (5) C. Wright Mills and John Kenneth Galbraith: Institutions, Social Science, and the Role of Intellectuals in the New Industrial State; and (6) Pierre Bourdieu: Intellectuals, Symbolic Power, and Social Change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Reading Poverty. (ED426351)
Shannon, Patrick
1998-00-00
Books; Opinion Papers
Descriptors: Economically Disadvantaged; Educational Change; Elementary Secondary Education; National Standards; Politics of Education; Poverty; Reading; Reading Instruction; School Business Relationship; Social Environment; Socioeconomic Status
Abstract: The central purpose of this book is to challenge current social constructions of poverty, reading education, and the putative relationship between the two. It explores how official and popular representations of poverty are bound to specific historical, social, and economic conditions of their own production. The book offers four stances of reading poverty: the first interrogates the official construction of poverty; the second explains how various representations of the causes of poverty demonstrate the ideological positions and political intentions of their proponents; the third reverses the connotation of the double-entendre of the book's title to explore the poverty of reading practices in American schools; and the fourth presents the need to retheorize poverty and school reading practices in the post-industrial democracy. After a preface and an introduction, chapters in the book are: (1) This Train Don't Carry No Shirkers...Reading Bill Clinton; (2) Them That's Not Shall Lose: Reading Official Poverty in America?; (3) If It Wasn't for Bad Luck: Reading the Causes of Poverty; (4) And There Ain't Nothin' You Can Do about It: Reading "The Bell Curve"; (5) Bad to the Bone: Reading Moral Literacy; (6) The World Is in an Uproar/The Danger Zone Is Everywhere: Reading the Reading Crisis; (7) Come on Up, I've Got a Lifeline: Reading Targeted Programs; (8) Everybody Look What's Goin' Down: Reading Educational Functionalism and Rereading Poverty in America; and (9) Listen Here People, Listen to Me, I Don't Wanna Be Mistreated by No Bourgeoisie: Reading the Road Ahead. (Contains approximately 325 references.) (RS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Empowerment and Democracy in the Workplace: Applying Adult Education Theory and Practice for Cultivating Empowerment. (ED408486)
Dew, John R.
1997-00-00
Books
Descriptors: Adult Education; Business Education; Change Strategies; Continuing Education; Cooperative Planning; Democracy; Education Work Relationship; Educational Needs; Educational Principles; Educational Theories; Employer Employee Relationship; Employment Practices; Empowerment; Labor Education; Leadership; Organizational Change; Participative Decision Making; Strategic Planning; Teamwork; Theory Practice Relationship; Unions; Vocational Education; Work Environment
Abstract: This book, which is written from the perspectives of an adult education practitioner engaged in helping create empowering work systems in manufacturing, service organizations, city governments, and educational systems, explains how the principles of emancipatory education and the concept of praxis may be used to reshape organizations into environments more conducive to productive work. The following are among the topics discussed in the book's 11 chapters: practical advice about empowerment and democracy (democratic workplaces and the rationale for empowerment); changing the system (systems thinking, change strategies, stages of change, application of systems theory in workplaces, and identification of empowerment champions); creating an empowerment planning team and team leaders); education for an empowered workplace (vocational, business, and continuing education and development of process, interpersonal, and political skills); changing the support systems (facilitating action research; developing compensation, recognition, appraisal, and complaint review systems; developing an employment/promotion process and performance indicators); consensus decision making; empowerment and planning (strategic/tactical planning); perspectives on democracy in the workplace; adult education and workplace democracy; unions, adult education, and industrial democracy; and creating opportunities through success and avoiding burnout. Each chapter ends with an appendix examining opportunities for praxis. The book contains 214 references and 26 figures/tables. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Employee Participation: Some Australian Cases. (EJ452448)
Lansbury, Russell D.; Davis, Edward M.
International Labour Review, v131 n2 p231-48 1992
1992-00-00
Journal Articles; Reports - Research
Descriptors: Democracy; Foreign Countries; Labor Relations; Participative Decision Making; Personnel Policy
Abstract: The Australian Workplace Industrial Relations Survey of 2,353 companies showed sporadic employee participation in decision making. Although case studies of Ford Motor, Australia Post, Lend Lease, Telecom Australia, and Woodlawn Mining illustrate successful programs, most managers appear cautious about industrial democracy. (SK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Action Research in Professional Work: Developing New Practices through Design, Dialogue or Learning? (ED344994)
Lahn, Leif Chr.
1992-04-00
Speeches/Meeting Papers; Reports - Research
Descriptors: Action Research; Educational Research; Foreign Countries; Models; Organizational Development; Participant Observation; Participatory Research; Postsecondary Education; Professional Development; Professional Occupations; Research Methodology; Researchers
Abstract: This paper examines action research that has been carried out in organizations consisting of predominantly highly educated personnel. The paper revolves around discussion of the Scandinavian model of action research, asking to what degree this model, which has been developed within the framework of industrial democracy, might also serve as a guideline for development projects in professional work. The paper summarizes experiences at the Oslo Work Research Institute (WRI) of development projects on ships (emphasizing the position of ships' officers), at a university, a large hospital, and a group of high technology plants. It also provides a short history of Norwegian action research in working life. A table summarizes five of WRI's action research projects in organizations with relatively highly educated labor forces. The paper proposes that action research is difficult when it is done in a field characterized by power struggles between professions. It proposes that the research must not become too compartmentalized but must include connections between training and working life, concluding that action researchers must position themselves within an unclear field of crossing and contiguous interests. Such a task demands a greater degree of reflexivity than has been usual in the Scandinavian model for action research. (36 references) (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Development of Human Resources in Internal Labour Markets: Implications for Swedish Labour Market Policy. (EJ440600)
Dahlberg, Ake; Tuijnman, Albert
Economic and Industrial Democracy, v12 p151-71 1991
1991-00-00
Descriptors: Developed Nations; Economic Development; Foreign Countries; Inflation (Economics); Job Training; Labor Economics; Labor Force Development; Policy Formation; Public Policy; Unemployment
Abstract: Reviews Sweden's national development strategy that strives for full employment. Discusses the implications of job training in internal labor markets for the Rehn-Meidner model of economic stabilization. (SK)
9. Contradictions in the Australian Teacher Debate: Implications for Policy and Practice. (EJ432765)
Seddon, Terri
Journal of Education Policy, v6 n4 p359-69 1991
Journal Articles; Reports - Descriptive; Reports - Evaluative
Descriptors: Compensation (Remuneration); Context Effect; Educational Policy; Elementary Secondary Education; Foreign Countries; Politics of Education; Teacher Salaries; Teaching Conditions; Unions
Abstract: The teacher reform debate in Australia is informed by contradictory individualist and work perspectives and assumptions. The challenge for policy is harmonizing perspectives to develop a basis for the practical politics of educational reform. The individualist perspective complements corporate managerialism, whereas the work perspective raises questions of industrial democracy. (20 references) (MLH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Teaching Industrial Democracies: Balancing Theory and Information for Undergraduates. (EJ389777)
Mayer, Lawrence C.
Teaching Political Science, v15 n4 p140-46 Sum 1988
1988-00-00
Descriptors: Concept Teaching; Course Content; Curriculum Development; Democracy; Developed Nations; Higher Education; Instructional Improvement; Political Science; Undergraduate Students
Abstract: Advocates a conceptual approach, rather than a country-by-country format, for teaching about industrial democracies because this approach is conducive to generalizations. Notes the neglect of studying small democracies such as Belgium and the Netherlands, which may serve as exceptions to the conventional wisdom about effective democracies. (LS)
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