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2. Methodological Suspicions in the Future Study of Adult Education.

Author

Lavrnja, Ilija and Klapan, Anita

Abstract

Science plays an extremely important role in predicting the future of social phenomena, including pedagogy and andragogy. Research in these areas must be based on an interdisciplinary, multidisciplinary, systemic, and structural approach that is based on the assumption that upbringing and education are specific phenomena in which human praxis--conscious and creative human activity--plays a prominent role. Value-normative statements must be differentiated from cognitive statements of upbringing and education so as to differentiate between the methodological approach of "exploration of the future" and that of "creating and modeling the future." Future research in pedagogy and andragogy should be based on the fact that education can give to the Marxist- Socialist system and all its subsystems all that ensues from its authentic nature and functionality. Researchers could then use the methodological set of instruments and orientation that can foresee such development in the future. When dealing with the adult education concept of lifelong education, researchers should shift their focus from "education for the future" to "education and the future." Croatia's system and model of formal education must be broadened; nonformal and informal education must be promoted and better organized; and adult education must be enriched with modern methods, forms, and technology. (22 references) (MN)

Published
2000

13. Personality of Teacher in Advanced Socialist Society. Collection of Papers from the Conference of Educationalists of Socialist Countries (3rd, Warsaw, Poland, June 1977).

Author

European Information Center of the Charles Univ. for Further Education of Teachers. Prague (Czechoslovakia)., Tmej, K., and Petracek, S.

Abstract

A need for concerted efforts in devising a more profound socialist education for the younger generation, and a strengthening of ideological ties joining the socialist nations was revealed in conference papers on: (1) the conference's significance (K. Tmej); (2) inaugural address (J. Kuberski); (3) Marxism-Leninism on the task of schools and teachers in building-up communism (M. I. Kondakov); (4) the teacher's role in forming a socialist set of values for children and youth (J. Wolczyk); (5) the teacher's role in the communist education of school children in the German Democratic Republic (G. Neuner); (6) the teacher's task and preparation in the period of building-up socialism in Cuba (M. F. Aranjo); (7) the teacher's work and training in the Hungarian People's Republic (S. Miklosvari); (8) the training of teacher cadres in the period of building-up a mature socialist society (Z. Atanasov); (9) the teacher as the most important factor in educating a new man (N. van Le); (10) the training and further education of educational personnel in the Rumanian Socialist Republic (V. Radulian); (11) theoretical problems of teachers' and educational personnel's lifelong education (K. Cepicka); and (12) Mongolian teachers' struggles to educate man (B. Davaasuren). Short presentations were made on: (1) the school and the teacher's task in personality forming in an advanced socialist society (O. Balaz); (2) forms and methods of training and of further education of educational personnel in an advanced socialist society (J. Jelencik); (3) education towards the teachers' scientific world outlook in the spirit of Marxist-Leninist ideology (J. Matejcik); (4) problems of teachers' further education in Czechoslovakia (K. Tmej); (5) the functional unity of the ideological-political, educational, and professional components in the training and further education of teachers of vocational and practical subjects (M. Klimova); (6) the teacher as educator (M. Hargas); (7) the problems of methodology and methods of research on questions of teacher education in Czechoslovakia (O. Franc); and (8) the personality of the teacher and the profile of graduates trained to teach at the first stage of basic schools in Czechoslovakia (M. Korinek). (CJB)

Published
1983

14. Comment on the Papers

Author

Morawski, Stefan

Abstract

Author presented his opinion of the positions of San Juan (AA 521 871) and Rudich (AA 521 870) while answering Dickie's comments (AA 521 873) and defending his previous paper (AA 521 872) in this journal. (RK)

Published
1975

26. Social Movements, Civil Society, and Radical Adult Education. Critical Studies in Education and Culture Series.

Author

Holst, John D. and Holst, John D.

Abstract

This book explores the relationship between adult education and social change and argues that it is vital for all adult educators to continuously engage radical theory in their teaching, reassess radical adult education's doubting and abandonment of the Marxist tradition in favor of postmodernism and radical pluralism, and seek to reinject the Marxist tradition into radical education. The following are among the specific topics discussed: (1) the context of contemporary interest in social movements and civil society in radical adult education theory and practice; (2) the sociology and politics of social movements; (3) civil society within and beyond the Marxist tradition (the beliefs of John Locke, Adam Ferguson and the Scottish Enlightenment, Georg Hegel, Karl Marx, Antonio Gramsci, Jean Cohen and Andrew Arato, and John Keane); (4) adult education, social movements, and civil society (the question of whether education can change society; the nature of education in social movements; linking old and new social movements; the politics of social movements, civil society, and adult education); and (5) Gramsci's concept of civil society and its implications for reconceptualization of radical adult education theory and practice (the state and civil society; the political party and organic intellectuals; the limits of spontaneity; hegemony; the importance of alliances). (Contains 304 references.)(MN)

Published
2002

39. Power, Narrative and Democracy in Social Theory.

Author

Clegg, Stewart

Abstract

This paper conceives of a model of democracy that is tied up with narrative practices, and demonstrates how the initially democratic and radical auspices of one scholar's critique developed into a form of theory that was profoundly undemocratic in its narrative. The paper notes that the contemporary debate about power derives from a series of debates that occurred in the context of different models of democracy in the early 1960s, and that the most theoretically incisive contribution was S. Lukes' innovation of a "radical view" of power. However, the paper notes that the implications of this intervention, and the subsequent development of the debate have not been canvassed in their implications for the models of democracy. The paper also considers the implications of post-Foucauldian moves in the political language game that radical theory has developed. Contains 50 references and 6 notes. (RS)

Published
1994

42. The Reasoning of Teaching and Schooling in Japan: Using Foucault To Explicate Discourse.

Author

Qi, Jie

Abstract

This paper investigates how various technologies have constructed the reasoning of teaching and schooling in contemporary Japan. The paper contends that (1) the construction of the teacher and the student in Japan involves a complexity of power relations; (2) schooling is not simply controlled by the government through its sovereign power, but is shaped by multiple technologies; and (3) a variety of self-surveillance and self-disciplining techniques are a part of the schooling mode. The primary archives of this study are the most recent teacher guidelines issued by the Ministry of Education of Japan which include "Gakusyushidoyoryo" (the "Course of Study"), together with some other statements of guidance. The theoretical orientation of the study is Michel Foucault's conception of power. Foucault's notion of power is that a multiplicity of actions engenders power, and power operates through discourse associated with the constructions of knowledge. Moreover, Foucault's conception of "governmentality" allows the rethinking of relationships among self, other, and institutional discourse. This study concludes by pointing out the importance of being skeptical about educational reform regarding autonomy and freedom. Providing new space for teachers and students may only create new technologies that construct teachers and students according to new disciplinary modes. (Author/SM)

Published
1998

43. The Nationalization of Education in Burma: A Radical Response to the Capitalist Development?

Author

Ni, Zar

Abstract

This paper examines, within a framework of the world-system analysis, the process of the nationalization of education in Burma. As a significant part of the nationalist-socialist revolution launched to undermine foreign influences on the Burmese society in 1962, all schools in the country were nationalized and the curriculum "Burmanized." The paper describes the events leading up to the nationalization of schooling in Burma under General Ne Win's government (1962-88) as well as the deeper socio-cultural and historical factors that played a crucial role in the Burmese military regime's decision to nationalize schooling and knowledge. In particular, the paper examines whether Burma's nationalization policies entailed a radical response to capitalist development. A conclusion is that although the nationalization measures appear to be radical because of their inward-looking and isolationist nature, they were not very radical. It is true that they were taken as part of the revolution with the purpose of minimizing the influence of, and gradually severing the ties with, the capitalist world. However, paradoxically, they were carried out within the framework of the dominant paradigm of modernization, the ideology of which was spread with the development of capitalism. Furthermore, the concept of the nation-state was strictly adhered to by the nationalist-socialist leaders. (Two crucial concepts in the emergence of capitalist modern world system are the ideology of modernization and the concept of nation-state.) The educated nationalist continues to look for solutions for the country's problems solely within the dominant ideological framework, accepting the viability of the nation-state and modernization. Seen against this contradictory background, there is nothing truly radical about Burma's educational nationalization. Contains over 40 references. (LMI)

Published
1995

45. Problematizing the 'Taken for Granted' in Educational Issues: Karl Marx, Antonio Gramsci, and Michel Foucault.

Author

Qi, Jie

Abstract

This paper explores how educators would raise different questions about educational issues by using Karl Marx's framework, Antonio Gramsci's conception, and Michel Foucault's notions, respectively. First, the paper compares the historical perspectives of Marx and Foucault. Marx concludes that history is a progressive linear production and that present phenomena are the result of the past. Foucault presumes that history is discontinuous and uncertain. Second, the paper analyzes differences in the notions of power presented by Marx, Gramsci, and Foucault. Marx asserts that power is a core set of conceptions (class domination and a capitalist state) and that the dominant "sovereign power" is structurally defined. Gramsci's notion of power as hegemony developed a new vocabulary for theorists. In contrast to Marxist analysis, Foucault emphasizes that power is not absolute and that "governmentality" is immersed in the modern individual. Third, regarding the issues raised from the field of education, Marxians/Gramscians tend to look at the way in which ideologies shape educational figures, while Foucauldians are more apt to examine how technologies change educational conceptions. Using Foucault's notions of history and power problematizes what has been taken for granted in the field of education and allows an examination of different questions from different perspectives. (Contains 43 references.) (Author/SM)

Published
1997

46. Lyotard, Education, and the Problem of Capitalism in the Postmodern Condition.

Author

Peters, Michael

Abstract

Jean-Francois Lyotard is considered by many as the pre-eminent non-Marxist philosopher of the "postmodern condition." This paper offers Lyotard's intellectual biography, describes his political writings and subsequent turn to philosophy, and discusses his views on capitalism in the postmodern condition and the problem of the legitimation of knowledge. Lyotard offers a critical account of the status of knowledge and education in the postmodern condition that focuses on the most highly developed societies. The major working hypothesis of "The Postmodern Condition" is "that the status of knowledge is altered as societies enter what is known as the postindustrial age and cultures enter what is known as the postmodern age" (1984:3). Specifically, Lyotard maintains that the leading sciences and technologies have all been based on language-related developments and their miniaturization and commercialization. In this context, the status of knowledge is permanently altered: its availability as an international commodity becomes the basis for national and commercial advantage within the global economy; its computerized uses in the military provide the basis for enhanced state security and international monitoring. Knowledge has already become the principal force of production, changing the composition of the work force in developed countries. Educational theory should seek to critique existing metanarratives that legitimize education in universal terms. At the same time it must respect the culturally specific formations of plural forms of oppression at the intersections of class, race, and gender. (Contains 47 references). (LMI)

Published
1997

47. 'Staying Alive': Intellectual and Spiritual Sustenance on the Journey for Critical Foundations Scholars-Teachers.

Author

Brosio, Richard

Abstract

This paper is a description and discussion of the author, a critical Social Foundations scholar-teacher, and the craft/intellectual/emotional/moral/identity sources that sustain his work. Opening paragraphs describe his family background in the Piedmont province of northern Italy, the Turin (Italy) working class and their attitudes toward work. The scholar-teacher argues that these antecedents give rise to his own commitment to the democratic principle that seeks to make private power answerable to the public good. Further paragraphs discuss the ideas and influence on the scholar-teacher of Cesare Pavese, Albert Camus, Nikos Kazantzakis, Antonio Gramsci, and Karl Marx. A later section describes the scholar-teacher's scholarly career in the Social Foundations of Education which has included work on Dewey and capitalist education. A concluding paragraph returns to Marx and argues that Marx's translation of the abstract conceptions of 19th century political economy into concrete terms of human social relations allowed him to form a model of modern bourgeois society and the whole regime of capital that continues to be valuable today. (Contains 34 endnotes.) (JB)

Published
1994

48. Latin American Marxism paper: The editorial policy of Jorge Abelardo Ramos in the early sixties

Author

Ribadero, Martín

Subjects
Editorial, América Latina, Marxism, Latinoamericanismo, Editorials, Editoriales, marxismo, Jorge Abelardo Ramos, Historia
Abstract

La importancia del marxismo en el pensamiento latinoamericano ha sido señalada en reiteradas oportunidades. Su capacidad para generar diversos proyectos políticos y culturales fue una característica central de dicha tradición, desplegada a través de distintos agentes e instituciones desde la llegada de los escritos de Marx y Engels a América Latina a fines del siglo XIX. Sin embargo, buena parte de esa historia todavía es parcial, anclada en perspectivas nacionales y poco atenta al estudio de sus formas materiales, esto es, a aquellos aspectos a través de los cuales el discurso marxista logró conformar una materialidad específica, tanto para la elaboración teórica como la acción de militantes, obreros, estudiantes e intelectuales. El trabajo tiene como objetivo proponer una exploración del marxismo latinoamericano desde la perspectiva de la reconstrucción de su mundo impreso, a partir de delinear una serie de problemas, temas y reflexiones solventados en el estudio de la editorial Coyoacán de Jorge Abelardo Ramos a principios de los años sesentas en la Argentina The importance of the Marxism in the Latin-American thought has been indicated in repeated opportunities. Its aptitude to generate diverse political and cultural projects was a central characteristic of the above mentioned tradition, opened across different agents and institutions from the arrival of the writings of Marx and Engels to Latin America at the end of the XIXth century. Nevertheless, good part of this history is still partial, anchored in national perspectives and little commits an outrage against the study of its material forms, this is, to those aspects across which the Marxist speech managed to shape a specific materiality, so much for the theoretical making as the action of militants, workers, students and intellectuals. The work aims to propose an exploration of the Latin-American Marxism from the perspective of the reconstruction of its printed world, from delineating a series of problems, topics and reflections settled in the study of the publishing house Coyoacán of Jorge Abelardo Ramos in the early 1960s in Argentina

Published
2016