Zur Zeit liegt uns keine Inhaltsangabe vor.

Zur Zeit liegt uns keine Inhaltsangabe vor.

I. System of Values Underlying This Project.- What Type of Society?.- A broader and more integrated society. A pluralistic society. An egalitarian society.- For What Kind of Man?.- A man fulfilled both physically and intellectually. An autonomous man, creative but socially well-adapted. A real man or a target image?.- 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?.- Feed-back must be improved. Cultural creativity must be within every-one's grasp. Cultural guidance must really be guidance.- 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.- Continuity in space. Continuity in time.- Developing and Using Human Faculties to the Full - Definition of This Principle - Structural incidences.- Means of achieving maximum equality of opportunity. Means of ensuring that no one enters employment without vocational training. Means of developing individual personality to the full. Towards a new system.- V. General Structures.- Pre-School Education.- The problem. The rôles of nursery schools. Structural organization.- The Basic School.- Primary stage: General organization and methods. Curriculum.- Secondary stage: General organization and methods.- Tertiary stage: The problem of selection. The intermediate stage, or vocational guidance college preparing for higher education. Vocational education.- Post-School Education.- The universities. Continuous adult education.- VI. General Education and Specialization.- What is General Education?.- Curricula Only Have Meaning When Related to Objectives.- Definition of curricula. Necessary coherence of curricula, teaching methods, and modes of assessment.- Definition of General Education - Our Aims.- General Education and Common Curriculum.- Example 1: Discovery of the environment and practical studies.- Example 2: The acquisition of working idioms.- General Education and Special Options.- Definition of the problem. Example of study in depth using technical objects.- Study in depth and specialization.- VII. Assisted Independent Learning, Auto-Assessment and Autonomy.- Introductory remarks.- The real importance of methods in all educational systems.- How Modern Technology is Likely to Affect the Fundamentals of Teaching Methods.- Technology in the year 2000. Constraints inherent in learning situations more and more easily overcome. Teaching methods can be rationalized. Maximum individualization of curricula and timetables is possible.- Possible reorganization of space - Example of open-plan school. Computerassisted learning. Strictness and flexibility introduced into education by television.- Individualized education has become technically possible.- Methods of Self-Education.- Recapitulation of our objectives. Freedom of choice central to our project. Choice of means. Individual responsibility for rate of learning. Concrete experience - Priority of experimental method.- Self-Assessment.- Principles. Implications. Organization.- Assisting Independent Learners.- Technical aids - The teacher as mediator. Guidance and counselling. Emotional and cultural attitudes. Team-teaching.- By Way of Conclusion: Pluralism.- VIII. Creativity and Socialization.- Education for Personal Development.- Development of Creativity.- Inhibitions and obstacles of all kinds. The contents of education as a determinant factor in the development of creativity. Influences apart from the contents of education on the development of creativity.- Development of Man as a Social Being.- Expanding opportunities for personal contact and discussion. Group work at the centre of school activity. Personal involvement within the group.- IX. The Educational and Cultural District.- Purposes and Size of the District.- The reasons for such a district. Size of district.- The District Administration Knows, Informs and Guides the Consumers.- Knowing the public. Informing the public. Guiding the public.- The District Offers Courses Matched to Demand.- Prediction and analysis of demand. Distribution of available courses and mobilization of resources. Production of new courses.- The District Recruits, Manages and Trains Its Teaching Staff.- Variety and diversity of teachers and functions. Recruitment and management of teaching staff.- The District Organizes, Manages and Distributes Aids and Equipment.- Premises. Technological equipment. Aids and means. Full use of resources and development of an infrastructure of services.- The District as a Public Concern.- The district as a public service. The district as a company in the running of which the public participates. Degree of autonomy.- 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.- But who are the teachers? Conditions governing teacher appointments, careers and salaries. Teacher training.- Implementation of a Policy for the Development of Educational Technology.- Implementation of a Policy for Educational Research and Innovation.- Conclusion.- The Problem of Costs.- New costs. The reduction of negative costs.- Initial Steps - the Transition Period.- Recognition of constraints. Liberation of forces productive of change. New directions for research.- 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.