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160307 ||| eng |
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|a 9789463003735
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| 100 |
1 |
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|a Kimonen, Eija
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| 245 |
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|a Education and Society in Comparative Context
|h Elektronische Ressource
|c by Eija Kimonen
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| 250 |
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|a 1st ed. 2015
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| 260 |
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|a Rotterdam
|b SensePublishers
|c 2015, 2015
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| 300 |
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|a Approx. 320 p
|b online resource
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| 505 |
0 |
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|a Indian National Educational Policy -- Developmental Trends -- Current Educational System -- Indian Outdoor-Oriented Education -- Philosophical Background -- Developmental Patterns -- Pedagogical Characteristics -- Aims -- Procedures -- Indian Education and Society: Basic Features of Their Interrelationship -- Part 3 Comparative Refl ections and Conclusions -- Education and Society in the United States and India -- Basic Characteristics of National Identities -- Developmental Trends of National Educational Policies -- During the Periods of Early Industrialization and Social Traditionalization -- During the Periods of Late Industrialization and Social Modernization -- The Basic Features and Implications of Educational Reforms within Their Changing Social Context -- Outdoor-Oriented Education in the United States and India -- Philosophical Background of Outdoor-Oriented Education -- During the Periods of Early Industrialization and Social Traditionalization --
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| 505 |
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|a Foreword -- Acknowledgments -- Part 1 A Context for Comparative Educational and Social Issues -- Introduction -- The Purpose and Aims of the Study -- The Theoretical Foundations of the Study -- Education and Society -- Outdoor-Oriented Education -- Bases -- Concepts -- Historico-Hermeneutical Comparative Education -- Comparative Education -- The Historico-Hermeneutical Approach -- The Research Problems -- The Research Procedure -- Part 2 Education and Society in Two Socially Different Countries: The United States and India in the Twentieth Century -- The United States of America -- American National Identity -- American National Educational Policy -- Developmental Trends -- Current Educational System -- American Outdoor-Oriented Education -- Philosophical Background -- Developmental Patterns -- Pedagogical Characteristics -- Aims -- Procedures -- American Education and Society: Basic Features of Their Interrelationship -- The Republic of India -- Indian National Identity --
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| 505 |
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|a Socialization Processes -- Environments.-Constituents -- On the Research Process -- Afterword -- References -- Index.
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| 505 |
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|a During the Periods of Late Industrialization and Social Modernization -- The Central Underlying Philosophical Views within Their Changing Social Context -- Developmental Patterns of Outdoor-Oriented Education -- Aims of Outdoor-Oriented Education -- Society-Centered and School-Centered Patterns within Their Respective Social Trends -- During the Periods of Early and Late Industrialization, and during Those of Social Traditionalization and Modernization -- The Central Aims within Their Changing Social Context -- Procedures of Outdoor-Oriented Education -- Society-Centered and School-Centered Patterns within Their Respective Social Trends -- During the Periods of Early and Late Industrialization, and during Those of Social Traditionalization and Modernization -- The Central Procedures within Their Changing Social Context -- The Interrelationship between Education and Society in the United States and India -- Educational Policies -- Philosophical Views -- Educational Aims --
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| 653 |
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|a Education
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 028 |
5 |
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|a 10.1007/978-94-6300-373-5
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| 856 |
4 |
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|u https://doi.org/10.1007/978-94-6300-373-5?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 370
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| 520 |
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|a "What was the interrelationship between education and society during the twentieth century in the United States and India? What is the essence of the historical development of educational policies and social systems in these two countries? What philosophical views and developmental courses underlie their outdoor-oriented education? What are their aims of outdoor-oriented education? What procedures are connected with their outdoor-oriented education? These questions are examined in this unique volume. This book is divided into three parts. The first part creates a context for the comparison of the issues concerning education and society. The central point of departure used here regards education as being closely related to the totality of culture and human activity. The dialectic process between education and society is realized differently in accordance with the value objectives that provide the background for different societies.
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| 520 |
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|a It compares the dimensions of the interrelationship between education and society from the standpoint of outdoor-oriented education in the two countries during the twentieth century. This thought-provoking volume is intended for anybody interested in the interplay between education and society in all its complexity. It offers a fascinating journey into the past and present of the issues that have defined the development of education and society in the United States and India."
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| 520 |
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|a This comparative educational study usesa historico-hermeneutical approach. The second part analyzes the social systems and educational policies of the United States and India following their developmental trends and patterns. The nature of the relationship between education and society for each country is further brought into focus when it is interpreted from the perspective of the philosophical views, pedagogical aims, and procedures of twentieth-century outdoor-oriented education. The case studies provide an interesting insight into how changes in educational policy have been reflected in the every-day pedagogical procedures used in schools in the United States and India. The third part is an analysis and comparison of the phenomena previously presented that are related to education and society through the lenses suggested by sociological theories.
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