Education & Pedagogy

The Society for Religion in Higher Education is committed to religion as an expression of human aspirations rather than as an isolated discipline. (Author)

Describes the goals and activities of the Career Education Task Force of the California State Department of Education. (GB)

Relevancy is the goal of general education and requires that the teacher be emphasized rather than the course. (GB)

Michiganders by the thousands proved ready to spend part of their on developing a statewide environmental education program. (Editor)

Reviews the literature on the relationships between academic performance in higher education and motivation and study habits. (Editor/PG)

This preliminary report on library education statistics includes a checklist, review, and annotated bibliography. (PF)

The role of nature photography as a continuing education offering is examined and some photographic techniques are suggested. (AG)

Article presented some observations on moral education and autonomy with reference to the Schools Council Moral Education Project 'Lifeline'. (Editor/RK)

Michigan State University plans for expanding its responsiveness to community needs. (Author/AJ)

At a time when diversity, equity, and inclusion in education face unprecedented challenges, this groundbreaking volume brings together the collective journeys of over 20 faculty members from across Pennsylvania. Through vivid storytelling and practical strategies, "Transformative Teacher Education" explores how educators are embedding Culturally Relevant and Sustaining Education (CRSE) into teacher preparation, challenging traditional approaches and affirming that justice must remain central to the mission of teaching. With chapters grounded in Culturally Responsive Pedagogy, Targeted Universalism, and CRSE frameworks, "Transformative Teacher Education" offers both reflection and actionable guidance for educators, policymakers, and anyone who believes that teaching is political, transformative, and rooted in love and liberation. Discover how policy, resistance, and solidarity shape the future of teacher education--and why culturally sustaining practice is essential for every classroom.

This hearing of the Committee on Health, Education, Labor, and Pensions examines the state of higher education. Opening statements were presented by: (1) Honorable Bill Cassidy, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Bernie Sanders, Ranking Member, U.S. Senator from the State of Vermont. The following witnesses presented prepared statements: (1) Dr. Andrew Gillen, Research Fellow, CATO Institute, Washington, DC; (2) Dr. Michael Lindsay, President, Taylor University, Upland, IN; (3) Dr. Mark Brown, President, Tuskegee University, Tuskegee, AL; (4) Dr. Russell Lowery-Hart, Chancellor, Austin Community College District, Austin, TX; and (5) Mike Pierce, Executive Director, Student Borrower Protection Center, Atlanta, GA.

Human rights education fosters the internalisation of reflexive and activist teacher identities, favouring social transformation, empowerment, and civic commitments. This study aims to evaluate the development of teacher identities in a collaborative songwriting workshop. A hermeneutic circle for music education was used as part of a qualitative design, with participation from student teachers enrolled on an undergraduate music teacher education programme in Chile. The results showed that participants have begun to visualise music teaching as a means to achieving equal opportunities and cultural diversity, to focus teacher experience on human rights education, and to learn to deal with the uncertainty and unpredictability of education. In conclusion, student teachers internalised reflexive and activist identities, which will help them improve their own teaching practices, update their professional knowledge, and ethically refine their teacher beliefs. Some implications are suggested.

In this paper, I try to argue why it is worth turning to Hannah Arendt when reflecting on education. I am exploring her political theory in "The Human Condition" which, with the anthropologic category of natality, seems to offer an interesting approach for democratic education. Apparently everyone can participate in politics or even start a revolution. In Arendt's writings on education, however, tradition, conservatism and authority are required as educational key values. Wondering if Arendt's political theory can nevertheless be helpful for democratic education, I turn to "The Life of the Mind". Judging might help us to prevent--through education--the reoccurrence of what happened in Germany during the Shoa. I come to the conclusion that in the end Arendt's thought is not contradictory but coherent if we consider her distinctions between the private, the social and the public as well as between the present, past and future. (Contains 21 notes.)

Most average Americans know more about the food in Germany than the education structure, but its emphasis on a dual system of education and training has a number of insights to offer to American career and technical educators. This author had the opportunity to observe firsthand the vocational education and training system, or "VET" system as it is known in Germany, during an intensive week of study abroad this summer. Hosted by the University of Bremen, the itinerary included visits to multinational companies, conversations with business and education leaders, and the opportunity to observe students up close. The German VET system is built on the dual principles of practical training at work and theoretical training and education in school, with knowledge and skills directly related to required job experience. In this article, the author describes the German dual system and the lessons that can be learned from it.