Education & Pedagogy

Examines changes in the educational system of Japan from 1868-1912 as a result of changes in attitudes toward science, technology, and professional and vocational training. Widespread fervor for utilitarian education during this period played a large part in Japan's commercial and industrial modernization. (Author/DB)

Articles are entitled "Continuing Education in Developed Soviet Society,""Problems of Continuing Education under Modern Conditions of Social Progress and the Scientific-Technological Revolution,""Preparing Pupils for Continuing Education," and "The Evening School in the System of Continuing Education." (CK)

Describes a study (1969-76) which revealed student's lack of knowledge of Soviet law. Action taken to remedy this situation included elective activities, student attendance at court trials, film-lecture series, work with delinquent teenagers, and parent education. An outline of a semester plan in legal education is included. (KC)

Segments of Soviet society which help youth to understand the norms of socialist society and citizenship include the family setting, school, youth organizations, institutes of higher education, and work collectives. Contributions of verbal propaganda, mass media, and literature toward legal and citizenship education are noted. Also discusses weaknesses within the systems. (KC)

Despite their conflicting purposes and the historic dominance of their college transfer mission, community colleges have made progress in fusing education and work. The conflict between the functions of occupational and liberal education is described. (Author/AF)

The paper discusses and makes recommendations for action on the quality of working life, career education, reform of secondary education, manpower development, and a reappraisal of vocational education philosophy and purpose. A bibliography of literature in each of these five areas is included. (MF)

Discusses the training of science teachers and the development of science curricula in Nigeria. Various universities provide pre-service and in-service training, are developing science programs, and are investigating approaches to overcoming language problems in the schools. Suggestions for the future are given. (BC)

Because education is needed to prepare children for adult life, the author stresses the need for asking people what they need in education. By doing this and by making extensive use of local, natural resources, developing nations can alleviate some financial problems and increase school relevance. (BC)

The author proposes that the academic/vocational dichotomy in American schools be replaced with the concept of "functional education," in which business, secondary schools, and colleges cooperate to provide more flexible and realistic training that will benefit young people and will provide business with the educated workers it needs. (SJL)

Supports a philosophy of education that requires that the school recognize diversities in students' intelligence, motivation, interests, talents, and backgrounds and that the schools address this diversity by providing a curriculum responsive not only to the students' needs, but also to the needs of the society and economy. (Author/JD)

Analyzes the relationship between science education and environmental education, paying particular attention to (1) conceptual problems between the two fields, (2) difficulties of including an action component in science education, and (3) problems associated with the use of attitudinal rather than behavioral goals. (Author/WB)

Proposals regarding education and work include: that education should train for adaptability; that education should create liaisons between industry and academics who can point to issues not being addressed, including women's needs; and that educational institutions must carry their services out into the field where the workers are. (JMD)

With reference to the cooperative education program at Northern Montana College, Havre, Montana, the author discusses how cooperative education can aid small rural colleges and universities. He lists advantages of cooperative education to students, employers, and the college, along with responsibilities of the participants. (MF)

With the concept of lifelong education as the leading principle in planning and developing educational systems, the author outlines the four areas of adult education in Finland (supplementing general basic education, adult vocational education, developing citizenship, and individual self-development) and the demands placed on the educational system. (MF)

Examines and criticizes theories and arguments in contemporary sociology of education and points out limitations in these theories. Topics discussed include the Labour Party's contributions to educational policy, education and democratic socialism, and political education in the curriculum. For journal availability, see SO 507 999. (Author/DB)