Changing Education: Leadership, Innovation and Development in a Globalizing Asia PacificPeter D. Hershock, Mark Mason, John N. Hawkins Springer Science & Business Media, 2007年12月20日 - 350 頁 This book responds to the growing unease of educators and n- educators alike about the inadequacy of most current educational systems and programs to sufficiently meet the demands of fast changing societies. These systems and programs evolved and were developed in and for societies that have long been transformed, and yet no parallel transformation has taken place in the education systems they spawned. In the last twenty years or so, other sectors of society – transportation, communication, banking, health services – have radically changed they way they operate, but education has continued essentially the same. There is no doubt: education must change. To those ready to accept this challenge, this book represents a welcome guide. To be sure, it is not a ‘how-to’ instruction manual, since the shape of change must be particular to the needs and situations of each setting, and societies are as varied as they are fast changing. Rather than provide specific directions, if provides a useful road map for the navigators of change, within which each can plot out their specific itineraries towards their goal. It illuminates the basic goal of education – the total and balanced development of individuals and, through them, societies – and depicts the main features, the imperatives, the demands, and the pitfalls of an ever more interdependent, globalized world in which this goal must be pursued. My work has exposed me to dozens of international conferences on various education themes, and several colleges of education worldwide. |
搜尋書籍內容
第 1 到 5 筆結果,共 38 筆
第 3 頁
... skills that will be demanded by tomorrow's employers and markets (hence the oft-heard mantra, 'life-long education'); they also occasion circumstances in which many graduates with appropriate knowledge and skills find themselves ...
... skills that will be demanded by tomorrow's employers and markets (hence the oft-heard mantra, 'life-long education'); they also occasion circumstances in which many graduates with appropriate knowledge and skills find themselves ...
第 8 頁
... skills and an attitude that enables them to imagine our collective futures, for humanity as a whole. It involves viewing education as a public good in which all can share. In a globally interconnected world, education, more than ever ...
... skills and an attitude that enables them to imagine our collective futures, for humanity as a whole. It involves viewing education as a public good in which all can share. In a globally interconnected world, education, more than ever ...
第 15 頁
... skills and dispositions that are expressive of local, Singaporean values. The chapter focuses on the National Education policy initiative that was introduced into all Singapore schools by the Ministry of Education in 1997. The ...
... skills and dispositions that are expressive of local, Singaporean values. The chapter focuses on the National Education policy initiative that was introduced into all Singapore schools by the Ministry of Education in 1997. The ...
第 22 頁
... skills must of course be part of the tool kit of every leader. But leaders of the future can and must be more than managers. They must be able to optimize the potential inherent in the realities of diversity rather than just tolerating ...
... skills must of course be part of the tool kit of every leader. But leaders of the future can and must be more than managers. They must be able to optimize the potential inherent in the realities of diversity rather than just tolerating ...
第 25 頁
... skills of caring-for (as defended by Noddings), and an inter-historical grasp of particular social locations structured by race, class, gender, and other axes along which power is differentially distributed (as defended by Mohanty) ...
... skills of caring-for (as defended by Noddings), and an inter-historical grasp of particular social locations structured by race, class, gender, and other axes along which power is differentially distributed (as defended by Mohanty) ...
內容
5 | |
29 | |
Rethinking Educational Aims in an Era of Globalization | 63 |
Multiculturalism Shared Values and an Ethical Response | 92 |
Educating for Equity | 115 |
OUTCOMES AND OPPORTUNITIES FORCHANGE | 124 |
The Intractable Dominant Educational Paradigm 137 | 136 |
National Education | 183 |
What We Can Learn from | 198 |
The Changing Role of Leadership or A Changing Leadership | 248 |
The Double Duty | 273 |
Relational Humility and the Search | 297 |
Changing Education | 323 |
Index | 341 |
其他版本 - 查看全部
常見字詞
activity aims alternative approach associated Bangladesh basic become capital century challenges chapter China Chinese commitment complex concern contemporary context continued contribute countries course creativity critical cultivation cultural diversity dominant dynamics economic educa effects emerging established ethical example forces formal forms global growth higher education human ideas imaginary important increasing increasingly individual initiative innovation institutions interdependence involves issues knowledge lead leaders leadership learning live means moral nature noted organization paradigm particular patterns political possible poverty practices Press principle problems processes production programs question realities reform relational relationships requires respect response result role scale schools sense shared Singapore situation skills social society standard structures Studies suggests sustained teachers theory thinking tion tional traditional transformation understanding University values