Titlebook: Values Education and Lifelong Learning; Principles, Policies David N. Aspin,Judith D. Chapman Book 2007 Springer Science+Business Media B.V

組成

Anti-egoistic School Leadership: Ecologically Based Value Perspectives for the 21st Century,ew of leadership based on an ecological perspective to meet the challenges of a knowledge-based society and provide a critique of toxic leadership (egoism). Finally, we present some considerations for ethical and sustainable leadership in schools.

Outmoded

Teaching for a Better World: The Why and How of Student-initiated Curricula,ula – that is, curricula conceived and formulated by the students themselves – are very rare within formal education. Fundamental decisions about the content of the formal curriculum are normally taken by teachers, the school board, the local education authority, or central government.

痛恨

Lifelong Learning in Asia: Eclectic Concepts, Rhetorical Ideals, and Missing Values. Implications fin most countries, there are increased demands for public participation in educational provisions, including increased parental involvement in school activities and even policymaking and public participation in curriculum development. Lifelong learning is an area of educational provision that contai

Bucket

Book 2007of some of the different principles, philosophies, theories, beliefs, traditions and cultures that might form the basis of, frame and furnish the setting for values education policies and programs. We look at some of the main theories behind versions of value in lifelong learning and we point to som

stressors

cardiovascular

Janis (John) Ozolinsrn the temporo-occipital area, lying outside the mesencephalon, object of our study. Very often segment P. describes a small concave curve towards the exterior at the level of the lateral mesencephalic sulcus. The minimal distance between the two arteries at the end of segment P. corresponds on the

condone

清晰

叢林

companion