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|a Schwartz, B.
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|4 http://id.loc.gov/vocabulary/relators/aut
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| 245 |
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|a Permanent Education
|h [electronic resource] /
|c by B. Schwartz.
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| 250 |
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|a 1st ed. 1974.
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| 264 |
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|a Dordrecht :
|b Springer Netherlands :
|b Imprint: Springer,
|c 1974.
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| 300 |
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|a 269 p.
|b online resource.
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|a Plan Europe 2000, Project 1: Educating Man for the 21st Century ;
|v 8
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1 |
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|a Springer eBook Collection
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|a I. System of Values Underlying This Project -- What Type of Society? -- For What Kind of Man? -- II. Main Trends and Margins of Choice -- Central Hypotheses -- Concentration of Means of Production -- Concentration of Decision-Making -- Increasing Division of Labour -- Increasing Leisure Time -- Increasing Consumption of Goods and Services -- Proliferation of Information -- Increasing Demand for Education -- A Plan for Education is Always a Political Plan -- III. The Political and the Educational -- Education: Product and Motive Force -- Under What Circumstances Can Social Conditions be a Cultural Factor? -- To What Extent Can the Educational System Correct Cultural Inequalities? -- The Proposal We are Backing: Permanent Education -- IV. Guiding Principles of Our Plan -- Continuity in Space and Time — Structural Incidences -- Developing and Using Human Faculties to the Full — Definition of This Principle — Structural incidences -- V. General Structures -- Pre-School Education -- The Basic School -- Post-School Education -- VI. General Education and Specialization -- What is General Education? -- Curricula Only Have Meaning When Related to Objectives -- Definition of General Education — Our Aims -- General Education and Common Curriculum -- General Education and Special Options -- VII. Assisted Independent Learning, Auto-Assessment and Autonomy -- Introductory remarks -- How Modern Technology is Likely to Affect the Fundamentals of Teaching Methods -- Methods of Self-Education -- Self-Assessment -- Assisting Independent Learners -- By Way of Conclusion: Pluralism -- VIII. Creativity and Socialization -- Education for Personal Development -- Development of Creativity -- Development of Man as a Social Being -- IX. The Educational and Cultural District -- Purposes and Size of the District -- The District Administration Knows, Informs and Guides the Consumers -- The District Offers Courses Matched to Demand -- The District Recruits, Manages and Trains Its Teaching Staff -- The District Organizes, Manages and Distributes Aids and Equipment -- The District as a Public Concern -- X. Functions of Central Administration -- Definition and Implementation of an Educational Policy -- Predicting demand and planning. Programmes and curricula. Evaluation of methods. Legislation -- Organizing Public Information and Participation -- Implementation of a Policy for Teacher Training and Utilization -- Implementation of a Policy for the Development of Educational Technology -- Implementation of a Policy for Educational Research and Innovation -- Conclusion -- The Problem of Costs -- Initial Steps — the Transition Period -- Annexes -- I — Educational credit -- II — System of capitalizable units -- III — An example of a primary school in Great Britain -- V — An adult education scheme in the Lorraine Iron Ore Mining District -- VI — Implications of open-plan schools -- VII — The use of a medium (film) as an aid in self-instruction -- VIII — The Handen (Sweden) public library -- The Author.
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|a Electronic access restricted to members of the Holy Cross Community.
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