Foundations of Education

This study evaluates the significance of John Dewey's 1924visit to Turkey and the subsequent reports and recommendations Dewey preparedregarding the Turkish educational system. The study analyzes the 30 pages ofreports from 1924 from both historical and contemporary perspectives. Dewey's first report addressed better teacher training and the funding of education. The second report made specific recommendations for the formation andexecution of an educational plan, the development of schools as communitycenters, the reorganization of the Ministry of Public Instruction, the training and treatment of teachers, the redefinition of the school system, the improvement of health and hygiene issues in schools, and the improvementof discipline. The paper also includes John Dewey's essays on the Turkishstate where Dewey addressed larger Turkish problems. The essays first
appeared in New Republic and have been reprinted over the years. (EH)

هدفت الدراسة الراهنة إلى تطوير الإعداد  المهني للطالب المعلم بكليات التربية بمصر في ضوء معايير التنمية البشرية. وتكونت عينة الدراسة من ( 415 ) طالبا من طلاب الفرقتين الثالثة والرابعة بكلية التربية عام وطفولة وتعليم أساسي بجامعتي أسيوط ومدينة السادات . واستخدمت الدراسة المنهج الوصفي واعتمدت على استبانة تكونت من (12) معيارا ، تم عرضها في ( 82 ) مؤشرا .
وقد توصلت الدراسة إلى عدة نتائج ، قدمت بعدها التصور المقترح ، ومن أهم هذه النتائج    :تحقق معايير الدراسة من وجهة نظر الطلبة المعلمين أفراد عينة الدراسة بدرجة متوسطة لمعايير (مهارات الاتصال اللفظي ، التقييم والتقويم ، الوسائل والتقنيات التعليمية ، التنمية المهنية الذاتية ، تنمية شخصية الطالب ، إدارة الصف الدراسي ). في حين تحققت باقي المعايير وفي مقدمتها ( التخطيط للدرس ، الإلمام بالمعارف اللازمة للتخصص ) بدرجة مرتفعة .

This paper defines and describes the Western tradition of natural law and its conceptual transformations between the medieval and early modern periods. Associated with legal, moral, and political philosophy and theology, natural law can be characterized as an intellectual discourse on universal laws of human beings, the natural environment, social relations and social orders that grounds political, legal, ethical, and logical thought and practice. Understood now as political philosophy, I am interpreting natural law broadly as a collective identity discourse that constitutes the background horizon of understanding (social imaginary) for whole groups of people (civilizations) within particular historical periods. The early modern political discourses and the macro-historical contexts related to the early modern debates over the "state of nature" will be narrated, beginning with the Spanish discourses on the humanity of the Amerindians and continuing with central contributions and developments into the seventeenth century. This narrative of early modern natural law will reveal the interconnections between European conceptions of human beings, history, nature, and knowledge along with early modernization processes of European state formation, social disciplining, and colonialism. The early modern natural law tradition will also be described as providing the conceptual apparatus or intellectual background through which the natural and social sciences and humanities emerged in the seventeenth, eighteenth and nineteenth centuries. The paper concludes with a call to denaturalize our understanding of the modern knowledge disciplines in order to de-center the Eurocentric knowledge system and include non-Western ways of knowing and being in teaching and learning about education.

... Sandra Hansen. ... According to Verkuyten & Thijs, gender difference has been found in sex-based favoritism, whereby girls tend to be more gender biased than boys while there are several studies in which it appears that boys tend to be more biased in the ethnic domain than girls ...

Many issues of concern have been raised by different scholars about leadership and
human endeavours in Africa over ages; issues pertaining to relationship,
communication, attitude, position, power, politics, policies, influence and the likes. The
demand of leadership is so enormous, task-full and delicate. The various attempt of
different scholars across the globe to determine what leadership should be or should
look like had led to many propounded theories, styles, principles, and techniques of
exhibiting leadership. Many scholars and a host of others had written and or researched
on leadership in various aspects which could be regarded as areas involving proactiveness of leaders; attitude; qualifications of leaders; qualities; problems of
leadership; theories of leadership; styles of leadership; philosophy of leadership and
contemporary issues in leadership. All of their positions cannot be undermined in
leadership discuss, especially in Africa and beyond; although none of these
aforementioned and other scholars had written directly on psycho-philosophical
leadership. The researcher’s drive on embarking on this work rested on his observation
of some problematic issues that devastate the Church in Africa as a result of inadequate
or proper inquiry into the problem and a logical approach to resolving such issues. The
desire to see pastors in Church in African become inquiry-based and problem-solving
leaders is the motivation for the work. Hence, the thrust of this paper is to present
psycho-philosophical approach to leadership; intimating pastors as leaders on the
necessity of developing critical mindset without undermining the Spirit of God in
handling critical issues that are devastating the Church in Africa so as to ascertain
efficacy of pastoral ministry through inductive-thinking, critical and deep-thinking; as
well as raising the consciousness of pastors as leaders to the fact that pastoral call is not
a call to lazy or myopic exhibition but that which requires thorough inquiry and problem-solving approach. The real power of leadership lies in the ability of the leader
to think deeply and productively.

The assertion above in the opening quote means to distinguish positionings towards this governing ideology through three approaches to neo-liberalism. Th~ politi~al and economic theory behind neoliberal ideology is one of the mam ~rch1tectural and philosophical features of the educational policy paradigm m the Western world since the late 1970s and early 1980s. The notion of 'policy enactments' means to consider some of the 'lived effects' of neoliberal policy on our contemporary educational discourses and on lived experiences and narratives that occur in education settings and that testify to these changes .

The current study aims at probing Jazan University students' degree of participate to achieve the effectiveness in the University, according to the students' own assessments. Also, the study aims at probing the impact of variables of classifiable study on these variables. To achieve these objectives, the researcher has developed a questionnaire which consisted in its final form of (41) items and were distributed into four domains. Then, the questionnaire was administered to a sample of (596) male and female students. To analyze the students' answers, the researcher used the arithmetic means, standard deviation, t.test, one-way ANOVA, Scheffe test for post comparisons. The study reveals the following results: Jazan University students have participated their university to achieve the effectiveness at an average level. There are statistical differences between the means of students' assessments that are attributed to the advantages of gender (male students). Also, it is attributed to General Point Average to advantage the grade (very good). There are no statistical differences, that are attributed to the type of College.

This paper reviews the integration of morals into school disciplinary management with a special focus and
reflection of John Dewey’s Philosophy as justified in his book Education and Democracy” with focus on
“Interest and Discipline”- chapter 10, Page 135 and “Educational Values”- Chapter 18 Page 250. It
dwells on the significance as well as theorizing an explanation of values integration with a logical
conclusion.

Early years education in Europe and elsewhere around the world is currently in the spotlight due to political and economical changes and subsequent promises of effective investment into its provision. In this article we analyse everyday preschool practices in Slovakia in terms of tensions between policies, the teachers workforce and the concept of professionalism. Through bureaucratic scientisation, teachers become subjects with bureaucratic subjectivities, and they are expected to devote increasing amounts of time to planning, reporting and administrative tasks. Teachers are decreasingly focused on the actual work on the ground with the children, and are concerned instead with notions of accountability and reporting, which supposedly raises their professional status. Slovakia’s experience of the bureaucratic subjectivities of early years teachers has complex ramifications for European and overseas countries as it problematises and unmasks the global issues of complex tensions between the teachers and policy documents.

Values and moral education in Nigeria have largely taken the form of religious education to the extent that, there is strong link between the two. The present-day societies are characterised with various social vices. The best to way to address these unfortunate negative tendencies is by inculcating the right values into the mind of younger generations who spend a significant number of their formative years in the school system. This study is quantitative and using a descriptive survey design to investigate the extent to which teachers in secondary school utilize the value components of the National Policy on Education for teaching/learning process in Kano State, Nigeria. A survey questionnaire was developed and validated to collect data that were analysed using SPSS 20. Similarly, research questions and formulated hypotheses were tested using inferential statistics. Findings revealed that, teachers do not utilize the value component of NPE in classroom instructions. Moreover; there is no significant difference in the level of teachers' utilization of value component of the NPE with respect to their qualifications, teaching experiences and gender. Based on the research findings, it is concluded that secondary school teachers in Kano State, Nigeria do not adequately utilize value component of the NPE in classroom instructions irrespective of their qualifications, teaching experiences and gender. Therefore, skills of identifying the value components of school subjects should be inculcated retraining should be included in the pre-service teacher training and such should be all-inclusive by accommodating teachers at all levels.