samedi 21 mai 2011

Some tips about writing the essay



Writing the essay
Drafting
Write a first draft to try out the structure and framework of your essay. A draft essay will help you work out how you will answer the question and which evidence and examples you will use; and how your argument will be structured.
Once you have a draft, you can work on writing well. Your first draft will not be your final essay; think of it as raw material you will refine through editing and redrafting.
Structure
Structure your essay to communicate your ideas and answer the question. All essays should include the following structure:

1. Introduction
The introduction moves from general to specific. This is where you:
open with a short orientation (introduce the topic area(s) with a general, broad opening sentence (or two);
answer the question with a thesis statement; and provide a summary or road map of your essay (keep it brief, but mention all the main ideas).

2. Body
The body of your essay consists of paragraphs. Each is a building block in the construction of your argument. The body is where you:
answer the question by developing a discussion.
show your knowledge and grasp of material you have read.
offer exposition and evidence to develop your argument.
use relevant examples and authoritative quotes.
If your question has more than one part, structure the body into sections that deal with each part of the question.

3. Conclusion
The conclusion moves from specific to general. It should:
restate your answer to the question;
re-summarise the main points and;
include a final, broad statement (about
possible implications, future directions for research, to qualify the conclusion etc).
However, NEVER introduce new information or ideas in the conclusion - its purpose is to round off your essay by summing up.
Tips:
Essay paragraphs
Each paragraph in the body of the essay should deal with one main point/ aspect of your answer.
Each paragraph should contain:
1. a topic sentence that states the main or controlling idea;
2. supporting sentences to explain and develop the point youre making;
3. evidence. Most of the time, your point should be supported by some form of evidence from your reading, or by an example drawn from the subject area.
4. analysis. Dont just leave the evidence hanging there - analyse and interpret it! Comment on the implication/ significance/impact.
Finish off the paragraph with a critical conclusion you have drawn from the evidence.
Tips for effective writing
Start writing early - the earlier the better. Starting cuts down on anxiety, beats procrastination, and gives you time to develop your ideas.
Don’t try to write an essay from beginning to end (especially not in a single study session). Begin with what you are ready to write - a plan, a sentence. Start with the body and work paragraph by paragraph.
Write the introduction and conclusion after the body. Once you know what your essay is about, then write the introduction and conclusion.
Keep the essay’ question in mind. Dont lose track of the question or task. Keep it in mind as you draft and edit and work out your argument.
Revise your first draft extensively. Make sure the entire essay flows and that the paragraphs are in a logical order.
Put the essay aside for a few days. This allows you to consider your essay with a fresh eye.
Proof-read your final draft carefully.
Check spelling and punctuation.

jeudi 14 avril 2011

The Social Contract- Jean-Jacques Rousseau




BOOK I
I MEAN to inquire if, in the civil order, there can be any sure and legitimate rule of administration, men being taken as they are and laws as they might be. In this inquiry I shall endeavour always to unite what right sanctions with what is prescribed by interest, in order that justice and utility may in no case be divided.
I enter upon my task without proving the importance of the subject. I shall be asked if I am a prince or a legislator, to write on politics. I answer that I am neither, and that is why I do so. If I were a prince or a legislator, I should not waste time in saying what wants doing; I should do it, or hold my peace. As I was born a citizen of a free State, and a member of the Sovereign, I feel that, however feeble the
influence my voice can have on public affairs, the right of voting on them makes it my duty to study them: and I am happy, when I reflect upon governments, to find my inquiries always furnish me with new reasons for loving that of my own country.
1. SUBJECT OF THE FIRST BOOK
MAN is born free; and everywhere he is in chains. One thinks himself the master of others, and still remains a greater slave than they. How did this change come about? I do not know. What can make it legitimate? That question I think I can answer.
If I took into account only force, and the effects derived from it, I should say: "As long as a people is compelled to obey, and obeys, it does well; as soon as it can shake off the yoke, and shakes it off, it does still better; for, regaining its liberty by the same right as took it away, either it is justified in resuming it, or there was no justification for those who took it away." But the social order is a sacred right which is the basis of all other rights. Nevertheless, this right does not come from nature, and must therefore be founded on conventions. Before coming to that, I have to prove what I have just asserted.
2. THE FIRST SOCIETIES
THE most ancient of all societies, and the only one that is natural, is the family: and even so the children remain attached to the father only so long as they need him for their preservation. As soon as this need ceases, the natural bond is dissolved. The children, released from the obedience they owed to the father, and the father, released from the care he owed his children, return equally to independence.
If they remain united, they continue so no longer naturally, but voluntarily; and the family itself is then maintained only by convention. This common liberty results from the nature of man. His first law is to provide for his own preservation, his first cares are those which he owes to himself; and, as soon as he reaches years of
discretion, he is the sole judge of the proper means of preserving himself, and consequently becomes his own master.
The family then may be called the first model of political societies: the ruler corresponds to the father, and the people to the children; and all, being born free and equal, alienate their liberty only for their own advantage. The whole difference is that, in the family, the love of the father for his children repays him for the care he takes of them, while, in the State, the pleasure of commanding takes the place of the love which the chief cannot have for the peoples under him.

Grotius denies that all human power is established in favour of the governed, and quotes slavery as an example. His usual method of reasoning is constantly to establish right by fact.1 It would be possible to employ a more logical method, but none could be more favourable to tyrants.
It is then, according to Grotius, doubtful whether the human race belongs to a hundred men, or that hundred men to the human race: and, throughout his book, he seems to incline to the former alternative, which is also the view of Hobbes. On this showing, the human species is divided into so many herds of cattle, each with its ruler, who keeps guard over them for the purpose of devouring them.
As a shepherd is of a nature superior to that of his flock, the shepherds of men, i.e., their rulers, are of a nature superior to that of the peoples under them. Thus, Philo tells us, the Emperor Caligula reasoned, concluding equally well either that kings were gods, or that men were beasts.
The reasoning of Caligula agrees with that of Hobbes and Grotius. Aristotle, before any of them, had said that men are by no means equal naturally, but that some are born for slavery, and others for dominion.
Aristotle was right; but he took the effect for the cause. Nothing can be more certain than that every man born in slavery is born for slavery. Slaves lose everything in their chains, even the desire of escaping from them: they love their servitude, as the comrades of Ulysses loved their brutish condition.2 If then there are slaves by nature, it is because there have been slaves against nature. Force
made the first slaves, and their cowardice perpetuated the condition.
I have said nothing of King Adam, or Emperor Noah, father of the three great monarchs who shared out the universe, like the children of Saturn, whom some scholars have recognised in them. I trust to getting due thanks for my moderation; for, being a direct descendant of one of these princes, perhaps of the eldest branch, how do I know that a verification of titles might not leave me the legitimate king
of the human race? In any case, there can be no doubt that Adam was sovereign of the world, as Robinson Crusoe was of his island, as long as he was its only inhabitant; and this empire had the advantage that the monarch, safe on his throne, had no rebellions, wars, or conspirators to fear.
3. THE RIGHT OF THE STRONGEST
THE strongest is never strong enough to be always the master, unless he transforms strength into right, and obedience into duty. Hence the right of the strongest, which, though to all seeming meant ironically, is really laid down as a fundamental principle. But are we never to have an explanation of this phrase? Force is a physical power, and I fail to see what moral effect it can have. To yield to force is an act of necessity, not of will — at the most, an act of prudence. In what sense can it be a duty?
Suppose for a moment that this so-called "right" exists. I maintain that the sole result is a mass of inexplicable nonsense. For, if force creates right, the effect changes with the cause: every force that is greater than the first succeeds to its right. As soon as it is possible to disobey with impunity, disobedience is legitimate; and, the strongest being always in the right, the only thing that matters is to act so as to become the strongest. But what kind of right is that which perishes when force fails? If we must obey perforce, there is no need to obey because we ought; and if we are not forced to obey, we are under no obligation to do so. Clearly, the word "right" adds nothing to force: in this connection, it means absolutely nothing.
Obey the powers that be. If this means yield to force, it is a good precept, but superfluous: I can answer for its never being violated. All power comes from God, I admit; but so does all sickness: does that mean that we are forbidden to call in the doctor? A brigand surprises me at the edge of a wood:
must I not merely surrender my purse on compulsion; but, even if I could withhold it, am I in conscience bound to give it up? For certainly the pistol he holds is also a power. Let us then admit that force does not create right, and that we are obliged to obey only legitimate powers. In that case, my original question recurs.
4. SLAVERY
SINCE no man has a natural authority over his fellow, and force creates no right, we must conclude that conventions form the basis of all legitimate authority among men. If an individual, says Grotius, can alienate his liberty and make himself the slave of a master, why could not a whole people do the same and make itself subject to a king? There are in this passage plenty of ambiguous words which would need explaining; but let us confine ourselves to the word alienate. To alienate is to give or to sell. Now, a man who becomes the slave of another does not give himself; he sells himself, at the least for his subsistence: but for what does a people sell itself? A king is so far from furnishing his subjects with their subsistence that he gets his own only from them; and, according to Rabelais, kings do not live on nothing. Do subjects then give their persons on condition that the king takes their goods also? I fail to see what they have left to preserve.
It will be said that the despot assures his subjects civil tranquillity. Granted; but what do they gain, if the wars his ambition brings down upon them, his insatiable avidity, and the vexations conduct of his ministers press harder on them than their own dissensions would have done? What do they gain, if the very tranquillity they enjoy is one of their miseries? Tranquillity is found also in dungeons; but is that
enough to make them desirable places to live in? The Greeks imprisoned in the cave of the Cyclops lived there very tranquilly, while they were awaiting their turn to be devoured.
To say that a man gives himself gratuitously, is to say what is absurd and inconceivable; such an act is null and illegitimate, from the mere fact that he who does it is out of his mind. To say the same of a whole people is to suppose a people of madmen; and madness creates no right. Even if each man could alienate himself, he could not alienate his children: they are born men and free; their liberty belongs to them, and no one but they has the right to dispose of it. Before they come
to years of discretion, the father can, in their name, lay down conditions for their preservation and well-being, but he cannot give them irrevocably and without conditions: such a gift is contrary to the ends of nature, and exceeds the rights of paternity. It would therefore be necessary, in order to legitimise an arbitrary government, that in every generation the people should be in a position to accept or reject it; but, were this so, the government would be no longer arbitrary. To renounce liberty is to renounce being a man, to surrender the rights of humanity and even its duties. For him who renounces everything no indemnity is possible. Such a renunciation is incompatible with man's nature; to remove all liberty from his will is to remove all morality from his acts. Finally, it is an empty and contradictory convention that sets up, on the one side, absolute authority, and, on the other, unlimited obedience. Is it not clear that we can be under no obligation to a person from whom we have the right to exact everything? Does not this condition alone, in the absence of equivalence or exchange, in itself involve the nullity of the act? For what right can my slave have against me, when all that he has belongs to me, and, his right being mine, this right of mine against myself is a phrase devoid of meaning?

Grotius and the rest find in war another origin for the so-called right of slavery. The victor having, as they hold, the right of killing the vanquished, the latter can buy back his life at the price of his liberty; and this convention is the more legitimate because it is to the advantage of both parties. But it is clear that this supposed right to kill the conquered is by no means deducible from the state of
war. Men, from the mere fact that, while they are living in their primitive independence, they have no mutual relations stable enough to constitute either the state of peace or the state of war, cannot be naturally enemies. War is constituted by a relation between things, and not between persons; and, as the state of war cannot arise out of simple personal relations, but only out of real relations, private war, or war of man with man, can exist neither in the state of nature, where there is no constant property, nor in the social state, where everything is under the authority of the laws.
Individual combats, duels and encounters, are acts which cannot constitute a state; while the private wars, authorised by the Establishments of Louis IX, King of France, and suspended by the Peace of God, are abuses of feudalism, in itself an absurd system if ever there was one, and contrary to the principles of natural right and to all good polity.
War then is a relation, not between man and man, but between State and State, and individuals are enemies only accidentally, not as men, nor even as citizens,3 but as soldiers; not as members of their country, but as its defenders. Finally, each State can have for enemies only other States, and not men; for between things disparate in nature there can be no real relation. Furthermore, this principle is in conformity with the established rules of all times and the constant practice of all civilised peoples. Declarations of war are intimations less to powers than to their subjects. The foreigner, whether king, individual, or people, who robs, kills or detains the subjects, without declaring war on the prince, is not an enemy, but a brigand. Even in real war, a just prince, while laying hands, in the enemy's country, on all that belongs to the public, respects the lives and goods of individuals: he respects rights on which his own are founded. The object of the war being the destruction of the hostile State, the other side has a right to kill its defenders, while they are bearing
arms; but as soon as they lay them down and surrender, they cease to be enemies or instruments of the enemy, and become once more merely men, whose life no one has any right to take. Sometimes it is possible to kill the State without killing a single one of its members; and war gives no right which is not necessary to the gaining of its object. These principles are not those of Grotius: they are not based
on the authority of poets, but derived from the nature of reality and based on reason.
The right of conquest has no foundation other than the right of the strongest. If war does not give the conqueror the right to massacre the conquered peoples, the right to enslave them cannot be based upon a right which does not exist. No one has a right to kill an enemy except when he cannot make him a slave, and the right to enslave him cannot therefore be derived from the right to kill him. It is accordingly an unfair exchange to make him buy at the price of his liberty his life, over which the victor holds no right. Is it not clear that there is a vicious circle in founding the right of life and death on the right of slavery, and the right of slavery on the right of life and death?
Even if we assume this terrible right to kill everybody, I maintain that a slave made in war, or a conquered people, is under no obligation to a master, except to obey him as far as he is compelled to do so. By taking an equivalent for his life, the victor has not done him a favour; instead of killing him without profit, he has killed him usefully. So far then is he from acquiring over him any authority in
addition to that of force, that the state of war continues to subsist between them: their mutual relation is the effect of it, and the usage of the right of war does not imply a treaty of peace. A convention has indeed been made; but this convention, so far from destroying the state of war, presupposes its continuance.

So, from whatever aspect we regard the question, the right of slavery is null and void, not only as being illegitimate, but also because it is absurd and meaningless. The words slave and right contradict each other, and are mutually exclusive. It will always be equally foolish for a man to say to a man or to a people: "I make with you a convention wholly at your expense and wholly to my advantage; I shall
keep it as long as I like, and you will keep it as long as I like."
5. THAT WE MUST ALWAYS GO BACK TO A FIRST CONVENTION
EVEN if I granted all that I have been refuting, the friends of despotism would be no better off. There will always be a great difference between subduing a multitude and ruling a society. Even if scattered individuals were successively enslaved by one man, however numerous they might be, I still see no more than a master and his slaves, and certainly not a people and its ruler; I see what may be termed an aggregation, but not an association; there is as yet neither public good nor body politic. The man in question, even if he has enslaved half the world, is still only an individual; his interest, apart from that of others, is still a purely private interest. If this same man comes to die, his empire, after him, remains scattered and without unity, as an oak falls and dissolves into a heap of ashes when the fire has consumed it.
A people, says Grotius, can give itself to a king. Then, according to Grotius, a people is a people before it gives itself. The gift is itself a civil act, and implies public deliberation. It would be better, before examining the act by which a people gives itself to a king, to examine that by which it has become a people; for this act, being necessarily prior to the other, is the true foundation of society.
Indeed, if there were no prior convention, where, unless the election were unanimous, would be the obligation on the minority to submit to the choice of the majority? How have a hundred men who wish for a master the right to vote on behalf of ten who do not? The law of majority voting is itself something established by convention, and presupposes unanimity, on one occasion at least.

EDUCATION AND SOCIETY A PANEL DISCUSSION ORGANIZED BY UNESCO





EDUCATION AND SOCIETY
A PANEL DISCUSSION ORGANIZED
BY UNESCO

"The satisfaction of basic learning needs empowers individuals in any society and confers upon them a responsibility to respect and build upon their collective cultural, linguistic and spiritual heritage, to promote the education of others, to further the cause of social justice, to achieve environmental protection, to be tolerant towards social, political and religious systems which differ from their own, ensuring that commonly accepted humanistic values and human rights are upheld, and to work for international peace and solidarity in an inter-dependent world. "
World Declaration on Education for all Article 1
Education is at the heart of development. It is education that gives societies the strength and sense of purpose they need to address the main problems confronting them today: widening economic disparities among and within countries, mounting debt burdens, rapid population growth, widespread environmental degradation, civil strife and armed conflicts, and - least tolerable of all - the preventable deaths of millions of children. It is again education that may pave the way for a genuine culture of peace, that will bring to the fore the essential rights and capacities of women, that will preserve and enrich mankind's cultural heritage, and will hold the keys to medical and scientific progress.
Is education thus the panacea? To claim this would be to ignore that education itself is, unfortunately, conditioned, and often distorted by the same social ills, economic obstacles and cultural inertia, which it is trying to overcome. It takes leadership, political commitment and strong alliance of society around the cause of education for all to actually mobilize the tremendous potential of education for social progress.
A panel discussing the interface between education and society at a Summit of' national leaders and at the threshold of a new millennium needs to look resolutely towards the future. On a planet of growing inter-dependency and shrinking distances, the vision we adopt must be global. As we explore the role of education in world society there can be no lasting certainties, no linear patterns, no likely scenarios. What we witness today in a world of growing complexity are contradictory currents rather than dominant trends. Between globalization and nationalistic retrenchment, inter-dependence versus polarization, individualism versus solidarity, rapid mutations versus the safeguarding of identity societies seem to labor, to grope for direction and balance - whether it be in the North or South, in the largest and most populous countries or in small, seemingly peripheral nations.
In the absence of certainties, this panel will endeavour to ask meaningful questions, to trace certain lines of enquiry. A suitable framework for this purpose may be found in the work of UNESCO's Commission on Education for the Twenty-First Century, chaired by Mr. Jacques Delors. The Commission has agreed to focus on the following 6 major areas of enquiry:
- education and culture
- education, the nation state and citizenship
- education and social fabric
- education and sustainable development
- education, economic growth and employment
- education, research and the progress of science.
None of these areas, of course, can be treated in isolation. The panelists will, in their presentations, refer to the numerous inter-dependencies between economic, social, cultural, and political currents in society - all of which, in turn, will depend on human development through education.
Education and Culture
The rapid and seemingly irresistible trend towards a global society affects today even the smallest and most remote villages in the developing world. It challenges established cultures, values and patterns of behaviour and poses a number of very important educational challenges. Panelists, in their statements, are expected to discuss amongst others the following issues.
* The most vital mission of education is, no doubt, that of building and strengthening peace. With the easing of global tensions, secure development will be threatened less by external aggression than by intolerance based on ignorance, tensions, between disparate values, or the over-assertiveness of certain group interests. Just as they tend to equip themselves to face war, societies will need to be equipped to face and preserve peace. The main defenses of this peace, as the UNESCO Constitution reminds us, will need to be constructed in the minds of men, women and children all over the world. Building this "culture of peace" is undoubtedly, the first and foremost challenge facing educational systems the world over.
* Much of the evidence available today suggests that future societies will be shaped less by reliable and predictable trends than by antagonistic forces acting in various domains. What matters is not that the antagonism between different beliefs, values, and cultures be stymied or suppressed, but that conflict be resolved in non-violent ways wherever it arises. For education, this ill emphasize more than ever the need to impart tolerance and international understanding; the skills of joint problem-solving, of rational conflict resolution and of group work will need to be part of curricular and pedagogic practice everywhere.
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* Given the ever-increasing role of the media as a source of information, communication and even education, there may be very real dangers of schools and universities becoming a marginal source of learning in society. Commercial interests behind major communications networks may involve a standardization Of Culture expressions of societies, Education will have to be alive to this challenge, seeking to assign to the media a complementary rather than competing role.
* The safeguarding of cultural identities will be increasingly critical in the emerging global society. Many specialists argue that the diversity of cultures may be as vital a -need for the future of humanity as, for instance, the useful to study and build upon the successful experiences with multi-cultural education found in a number of countries.
* The issue of language in education reflects many of the simultaneous and conflicting demands made in the name of globalization, easier communication, but also preservation of cultural identity. Various models of bilingual education Should be objectively evaluated and the results be shared amongst educational systems.
* Many societies consider that, in a world increasingly shaped by materialism, a more significant place needs to be assigned to the teaching of ethics, values and Culture in school curricula. The Joint Declaration of Ministers of Education from Asia and the Pacific in Kuala Lumpur 1993, underlined the importance of this issue.
http://www.education.nic.in/cd50years/BLUE.GIFEducation, the Nation State and Citizenship
Education needs to prepare individual for citizenship and participation in societies which are increasingly opening up to democratic practice. At the same time, there are signs that the role of the state in education is undergoing profound changes, while a plurality of social agents assume co-responsibility for the educational enterprise. Panelists are likely to refer in their statements to the following issues, inter alai :
* Decentralization of educational systems continues to be one of the most significant tendencies to be observed, particularly in the larger and most populous countries, Societies in which education has been decentralized for a long time point to the considerable advantages in terms of greater cost-effectiveness and improved accountability. Decentralization on the other hand, also involves the risk of growing disparities in content and quality, increasing strains on management capacity and loss of overall cohesion of the educational system.
* The Jomtien World Conference has made a strong plea for broader partnerships in education, which should span all forces and groups of society which have a stake in, and contribution towards education. Education for all, it was argued in Jomtien, needs to be education by all. The broadening of the economic resource base for education is but one important aspect of this important issue.
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* If the role of the state in education tends to diminish, based on the above arguments, there are equally strong reasons to advocate for a growing responsibility of the state in educational matters, given the dissolution of traditional family structures and the need to ensure equality of educational opportunities.
* Many sociologists and educationist predict that the dominant role of the state in education will give way to plurality of educational agents, channels, and messages, This scenario, already apparent in some of the industrialized societies, is both welcomed on the grounds of greater individual choice relevance and adaptability but equally rejected by those who fear that unity and sense of education purpose may be lost in a diversified field open to too many actors.
* Citizenship in a pluralistic society will require a thorough and continuous revision of educational contents at all levels. Both children and adults need to be made aware of their civil rights and learn to exercise them. Given the many centrifugal tendencies in pluralistic societies, the issue of common core curricula including the question of a common medium of instruction is likely to be of critical importance.
Education and Social Fabric
Marginalization must be seen as an increasingly dangerous phenomenon all societies and, in face, in the relationship between societies. Education has an extremely crucial role to play in strengthening the social fabric, promoting cohesion through equality and fighting against exclusion and social disruption. Panelists are likely to address the following specific issues amongst others:
* The education -for -all policies in both rich and poor, large and small societies will have to disprove those who attack school systems as being principally a mechanism of elite reproduction. This will require effective access to education for all, rather than only the nominal or legal absence of discrimination. Inside education systems themselves, established patterns of selectivity against economic, social or cultural minorities will have to be resolutely fought against. There is also increasing awareness, based particularly on the Jomtien Conference, that a certain parity of esteem between formal mainstream education and non-formal alternatives needs to be ensured; this also involves the need for open and permeable education systems which avoid blind alleys for the least fortunate.
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* The importance of fighting against marginalization and social exclusion, extends beyond the school itself and remains a challenge throughout life. There is growing realization, for instance, that education must indeed be lifelong if it is to counteract the marginalization of those millions of unqualified workers made redundant by industrialization and robotization. Governments are becoming aware, hesitantly, that millions of street children, who lead a life without a future in rapidly growing cities constitute an educational challenge par excellence. Similarly, the role of education as an antidote to social exclusion concerns ethnic and cultural minorities as well as the disabled, whose educational needs cannot appropriately be met by mainstream education.
* Education, at all levels, must also contribute to the fight against the growing and dangerously disruptive social problems of crime and drug abuse, and needs to play a major and active role in the prevention of AIDS.
* The family, essential to social cohesion in every society, is being threatened and disrupted on an ever-growing scale. It is particularly opportune, on the threshold of the International Year of the Family, to ask what education can do to strengthen and protect families as the basic tissue of the society.
* Last, but certainly not the least, the role of women and girls in education is a societal issue of paramount importance. The development of world society as a whole will in no small measure depend on the determination and sense of purpose with which each society will devote itself to the cause of equal educational opportunities for women and girls.
http://www.education.nic.in/cd50years/BLUE.GIFEducation and Sustainable Development
Sustainable development requires above all human development through education. Through education, societies will be able to bring about the behavioural changes, the new values and the knowledge they need to cope with such problems as excessive population growth or the depletion of environmental resources. The Issues which panelists may discuss under this heading include the following:
* Though demographic growth has slowed down in man countries, the population factor will continue to be a major impediment to the achievement of EFA goals. Reaching universal primary education and literacy will continue to be an uphill struggle against sheer numbers. Furthermore rapid population growth involves an unfavorable age structures with costly dependency ratios which especially the poorer countries can ill afford.
* The lack of educational opportunities in rural areas is also liable to accelerate the patterns of migration and urbanization; this in turn involves growing risks of social conflict and marginalization of people in already over-crowded urban centers. A Third World capital like Lagos already has a population density 13 times that of New city.
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* Education on the other hand will be a main factor in the process of demographic transition, which is a crucial aspect of sustainable development. Basis education for women and girls, both in school and adult literacy programmes, must be an absolute priority (Panel No. 3 will discuss these problems in much greater detail).
* Education will also have to give greater scope to health and population education -concerns which need to be woven into the curriculum with an emphasis on practical skills.
* On a global scale and in every single society, preventive action will have to be taken against the over exploitation of environmental resources. Already, the lit-nits to a further expansion of arable land are in sight; developments in biotechnology, while promising and indeed vital for global food production, involve considerable risks of widening North-South disparities, and environmental damage. Continued industrialization, needs to be oriented so as to take account of environmental concerns.
* The problems of environmental depletion and degradation involve very important challenges for education, training and the raising of public awareness. The largest and the most populous countries with their active industrial development will need to be at the very forefront in introducing environmental education into basic education programmes, strengthening science and technology education and promoting the necessary co-operation and training amongst universities.
* The complexity of environmental issues will require much greater emphasis on interdisciplinarity in both education and research. The Current subject structure of most school curricula may need to be rethought; also, greater scope will need to be given to practical projects as an interdisciplinary organizing principle of most educational programmes.
http://www.education.nic.in/cd50years/BLUE.GIFEducation, Economic Growth Employment
In the domain of economic growth, work and employment, the role of education will increasingly be to help individuals and entire societies to cope with even more rapid change and to come Lip with a new distribution between learning, work and leisure throughout life. Panelists are expected to focus their discussion on the following issues:
* The achievement of education for all will be a requisite, in developing nations, for the necessary broadening of the manufacturing base.
* An important challenge will be the improved articulation between education and work. Costly, rigid models of technical and vocational education will need to be reconsidered in favour of more effective and affordable partnerships between the state and private industry.
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* Technological change affecting even the most traditional occupational fields, will require greater emphasis on "Learning to learn"; the basic learning tools of literacy and numeracy will have to be effectively mastered by all and education will have to make a reality of constant retraining and livelong learning.
* The strategies of economic growth in developing countries should in the future be increasingly based on human resource development, in particular, on education for all. If preference were to be given to growth based on capital investments in certain key sectors only, economic disparities within societies and between regions risk becoming more pronounced. Increasing poverty coinciding with illiteracy and high fertility might them contrast with the technological achievements and wealth generated by a small, privileged sector of society. It is this scenario which educational policies should try and avoid at all costs.
* In the more developed nations, employment is already becoming a scarce commodity, especially as regards low-skilled work. Educational policies will have to anticipate a further aggravation of this trend. As employment becomes scarcer, changes in nature, and alternates with periods of retraining and leisure, education will increasingly be expected to offer people other modes of self- realization, group communication and creativity. This should indeed be seen as a very major challenge for education in the 21st century.
* The problem of child labor involving hundreds of millions of children all over the world, is today still deeply rooted in the economic and socio-cultural traditions of many countries. Education for all will have an important part to play in meeting this challenge. Already, educational experience are under way which give working children opportunities to learn and obtain qualifications without necessarily cutting off their livelihood.
Education, Research and the Progress of Science
For the developing world, learning and mastery of science and technology are seen as pre-conditions for emerging from economic dependency. Educational policies have an extremely important role to play in making societies understand and control this necessary transformation and in linking the research and development sector, the economy and the educational institutions. The issues which panelists may wish to raise in this discussion include the following:
* The research and development gap between the North and South constitutes an enormous challenge for education in developing countries: today, the share of their work force in the R & D sector is only one-tenth of what it is in the industrialized North; higher education enrollment ratios tend to be four times less; and while developing countries house 80% of the world's Population they provide only 4% of the world's R & D budget.

lundi 10 janvier 2011

Education in Europe- 3

From the Protestant Reformation
to the Nineteenth Century
Despite their many differences, both Protestants and Catholics taught the new Renaissance humanistic curriculum in their Latin schools at the pre-university level. Each simply added religious instruction to the classical curriculum. Indeed, from about 1550 until the beginning of the French Revolution in 1789, the most important pre-university schools in Europe were schools with strong connections to religious institutions. In Catholic Europe the Jesuits and other religious orders founded in the sixteenth century and devoted to teaching dominated Latin education, the schooling that prepared boys for university study, the professions, and leadership roles. Latin schools organized by and under the direction of princes, cities, and religious leaders did the same in Protestant lands. Educational opportunity for girls expanded slowly in these centuries. Some new religious orders of women in Catholic Europe offered schooling for girls. A large number of female religious convents educated Catholic girls as long-term boarders. Parents sent a girl to a convent for several years for an education that included singing, sewing, and good manners. She emerged educated, virtuous, and ready to marry. Some girls decided to remain as nuns, sometimes to further their educations. Indeed, professed nuns living in convents had a higher literacy rate and were consistently better educated than laywomen. Church organizations also sponsored charity schools for poor girls in which they learned the catechism, vernacular reading and writing, and sewing. The situation was similar in Protestant Europe.

Although Martin Luther (14831546) strongly endorsed schooling for both boys and girls, the Protestant Reformation did not result in greater educational  opportunity for girls and probably not for boys. Churches in Protestant lands did provide some free education in Sunday Schools and charity schools, and parents emphasized home Bible instruction. Girls in wealthy families often had tutors in both Catholic and Protestant Europe. Enlightenment philosophes began to attack church schools and, to a limited extent, the humanistic Latin curriculum, in the eighteenth century. They offered an alternative vision. They wanted the state, not churches, to organize schools, appoint teachers, and regulate studies. Children should study the national vernacular language as well as Latin and national history. The state should ensure that children were taught good morals based on fundamental ethical truths, because good morals were essential for the well-being of society. But schools should not teach religious doctrine. Enlightenment school reformers put greater emphasis on practical skills, and they sometimes argued for increased schooling for girls. Finally, they
wanted to provide more free elementary education for the population as a whole but stopped short of endorsing universal education. However, very little changed, because rulers gave only half-hearted support for educational change.

Nineteenth- and Twentieth-Century Education
In the nineteenth and the first half of the twentieth centuries, national governments introduced much change into the
schools. Governments across western Europe decreed that all children, boys and girls, must go to school to a certain age, which was gradually raised. The schooling was not extensive; the elementary curriculum consisted of reading, writing, arithmetic, and, outside France, religion. Governments provided more, but never enough, schools and teachers. Nevertheless, the children of the working classes, the peasantry, and girls as a whole made impressive gains across western Europe in the nineteenth century. For example, a French law of 1882 required schooling for all boys and girls between the ages of six and thirteen. As a result, literacy rates in France for the whole population, men and women, rose from 60 percent in 1870 to 95 percent in 1900. Eastern Europe and Russia lagged behind but still made progress. State governments took control of schools from the churches but continued to teach Catholic or Protestant religious doctrine except in France. They added vernacular literature and national history in the secondary school without eliminating Latin. However, the secondary school classical curriculum remained the privilege of the children
of the upper and professional classes and the only path to the university.

Late-nineteenth- and twentieth-century state schools pursued cultural, national, social, and ideological goals as well. Every national school system taught one version of the national language, that of its most accomplished authors, even though most children spoke regional dialects. They taught patriotic national history. For example, Italian schools, after the unification of the peninsula under one government in 1870, made a national hero of Giuseppe Garibaldi (18071882), the irregular military leader of the struggle for unification. Students across Europe wrote essays on patriotic topics. Governments believed that the primary purpose of universal elementary schooling was to raise honest, hardworking, useful citizens, devoted to family and country, but who would not rise above their station in life. The use of schools to teach political and social values reached its most extreme form in the schools of the Communist Soviet Union (19171991), Fascist Italy (19221943), and Nazi Germany (19331945). The ideology of the state, militarism, devotion to country, and loyalty to the regime were the order of the day in their schools. The most important innovations of the nineteenth and twentieth centuries were several kinds of nonclassical secondary schools. At the highest level they combined limited ancient language instruction with considerable scientific and technical education. The graduates seldom went on to the university, but could attend advanced technical schools. Some countries developed nonselective secondary schools that offered vocational and practical training for workers who would basically follow instructions. These practically oriented schools were modern variations of the vernacular literature and commercial arithmetic schools of the late Middle Ages and Renaissance although there does not seem to be a direct link. The educational system that most emphasized technical education was that of the Soviet Union. After the 1917 Russian Revolution, the Communist government of the 1920s discarded the previous curriculum of humanistic studies and religious education in favor of life education that attempted to teach children about farming and trades by having them care for plants and animals and by operating tools. By the 1930s the Soviet school system concentrated on turning out the engineers, technicians, and workers needed by a country moving from a rural economy to one of heavy industrialization directed by the central government. Although Soviet education never succeeded in creating a classless educational systemsons and daughters of Communist officials, members of the government, and professional classes enjoyed more educational benefits than othersit greatly increased and improved education for the sons and daughters of the working class and peasantry. It also expanded educational opportunity in science, medicine, and engineering for women.
Despite the innovations, western European education remained divided into two streams through the first two-thirds of the twentieth century and remained to some extent into the early twenty-first century. The classical secondary school continued to educate the upper classes of Europe, even though classical Latin no longer had practical use beyond a limited number of scholars. But pedagogues and national leaders, with a few exceptions, believed that learning ancient languages and literatures best enabled boys and some girls to realize their potential. They believed that the classical curriculum benefited the student regardless of his or her future career because it developed the individual. The concept was called Bildung (cultivation) in German, culture générale in French, and liberal education in English. It was a modern version of the goals of Greco-Roman and Renaissance education.
Of course, the classical curriculum of the nineteenth and twentieth centuries had practical rewards as well. Only the graduates of the classical secondary school went on to universities and won high civil service positions. They could enter the professions of law, medicine, and theology and lead the nation. The classical secondary schools continued to select and serve a privileged elite.
A series of democratic reforms swept across European state education between the 1960s and the 1990s. They were designed to give all students some kind of secondary school graduation certificate and to increase the number of university or university-level students. They also tried to dilute the social exclusivity of the classical secondary schools and to break their monopoly on elite education. The reforms aimed at making it possible for more sons and daughters of the working classes to enter university and become leaders of the nation. It remains to be seen what the long-term effects will be.

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Paul F. Grendler