This paper is devoted to the study of the preconditions for the establishment of the axes for a Critical Science Education. These axes are deduced from the analysis of the theoretical developments in the fields of Critical Theory and Critical Pedagogy with a special emphasis on the contribution of Cultural Studies and Revolutionary Pedagogy. It is also underlined that a Critical Science Education ought to have the education of teachers as a starting point.Girls Air Jordan 1

In the present paper a comparatively new model of education applied worldwide, the so called Global Education, is investigated. At first, the historical course and necessities that lead to the formation of this field are examined, together with the pre-existing trends in the field of international education. Then, a primary definition of this model of education is presented, as well as its main aims and objectives. At a second phase, the aspects and dimensions of Global Education, within its theoretical framework, are scrutinized. Then, the two main relationships that Global Education bears are critically investigated: the one with the concept of Sustainability and the one with the concept of Social Justice. Specifically, as far as the latter is concerned, the aimed balance between cultural Unity and cultural Diversity, as well as the notion of literate citizenship, are examined, in their connection with Global Education.
Finally, some critical Marxist positions regarding Global Education and
possible alternatives are presented, namely the Revolutionary Critical Pedagogy against globalized capitalism and the Radical Education with its statements.
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In this paper our arguments are based on the following hypotheses: A. In education, inevitably, scientific texts (professional, educational, popular etc) are the source to derive the scientific ideas/concepts for teaching. This constrain establishes, also inevitably, rather reproductive teaching-learning processes and practices. B. The ‘language’ of scientific texts, apart from its syntax and grammar difficulties, is convincing in a context dominated by logic, at least in its typical form. However, typical logical reasoning seems to leave students indifferent. Therefore, the limited success of constructivism is reasonable, as the logic seems to be the “key” of conceptual conflict. Furthermore, it is reasonable that for the education of children we need more familiar teaching-learning contexts, where the functions of scientific ideas are approached by narration or image, and anyway not simply by reason. C. The “narrative” approach is more familiar to the students but this does not change the fact that learning takes place through processes of reproduction. In any case, narrations using scientific ideas do almost not exist. We also think that a theory representing learning in a reproductive context does not exist. Both should be constructed. In this essay we present the main characteristics of a theory representing learning as a dialectic entity emerging in the context of social-cultural reproduction. We also attempt to support this theory analyzing qualitative some of our data collected from a long project of teaching Science in a theatrical / narrative manner. Saldos - Entrega gratuita

The current contribution is based on a research project focused on the historical processes of the transition from feudalism to capitalism in the Netherlands, as well as on the complex connection of these processes to the spatial transformations, to the evolution of the relation between towns and the countryside and to urbanization. What is attempted in this contribution is to spot some specific conditions, historical circumstances and features that differentiate the transitional period in the Netherlands from the general pattern of the transition in Western Europe. This approach could help to explain the regression of the Netherlands from the world trade’s centre, that it used to be during the 17th century, to a backward rural economy one century later. It could also illuminate some inborn tensions and characteristics inscribed in the social, as well as spatial, structure of Dutch capitalism.New Balance Popular Collection

In this paper selected issues concerning gender prejudices characterizing the mainstream approaches to educational administration are concisely presented and founding aspects of alternative theories concerning the role of gender and sexual identities in this field are outlined. These theories attempt to correlate gender issues to social relations of power in a world wherein various social roles and their associated functions – roles and functions of teachers, education managers, school administrators, parents and students – are reproduced from a generation to the next already gendered. Imprinted by features determining the usual, the permissible, the “normal” for man and women. Besides, it is argued for a methodological approach, which is based on institutional ethnography as being most suitable for the research of gender issues in educational administration.Adidas Crazy BYW

This paper argues that the methodological version of the "inference to the best explanation" argument of Boyd and Psillos, is either ineffective or problematic. The fact that “scientific methodology is almost linearly dependent on accepted background theories” cannot provide, on the basis of the truth of the subject theory, a good explanation of the diachronic success of science without violating history of science.New Arrivals