Originally published in 1962. In this book the main problems of contemporary education are illustrated with fresh material from many countries and assessed in a context of rapid change in technology, society, and politics. Familiar educational concerns are carefully considered; but the altered status of schools, teachers and homes in relation to competing influences receives particular attention. Recent reforms in the Soviet Union, and the development of education in Asia and Africa, are assessed vis-a-vis topical questions and proposals in Great Britain, the United States, and several Western European countries. The book is therefore useful both for ‘problem' studies in comparative education, and for an up-to-date review of principles and practices in a critically formative period. It is also intended to present a study of education that will be widely educative and contribute to world understanding.
Preface Part 1: Introductory 1. How Do We Understand? 2. From Curiosity to Complement Part 2: The Social Context 3. Who is Educated? 4. The Price of Progress 5. Culture Conflicts Part 3: The Effect on Schools 6. The Impact of Technological Change 7. Selection and Differentiation 8. Further and Higher Education 9. Teachers and their Recruitment Part 4: The Study of Education as a Personal and Social Leaven 10. Ideologies and Systems of Control 11. Philosophy, Psychology, and Programmes Part 5: Teachers in a World of Change 12. Social and Family Change 13. Barriers in Education 14. Understanding Our World. Appendix: ‘The Gentleman’
Reissuing works originally published between 1962 and 1995, this collection is made up of volumes that examine insights and data from the practises and situation in one country or area when considering educational practice elsewhere. Many important educational questions are examined from this international and comparative perspective in these volumes. Countries represented here include Russia, the Caribbean, Latin America, Australia and New Zealand, China, France, Japan, Israel, Italy, Germany, the United Kingdom and the United States. Many of the volumes look at the whole area of comparative education and its methods and theories, while one looks at the Unesco literacy program.