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Students Learning in Communities
Ideas and Practices from the U.S.A., India, Russia, and China
Series: - Education, Culture, and Society, Volume: 4
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thoughtâover time opposition to certain international pedagogical ideas surfaced in these countries.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
Eija Kimonen, Ph.D. (2011), University of Jyväskylä, is Senior Researcher in the RICEI Project at that university. She has coedited and published books on reform pedagogics in the U.S.A., India, and China, including Education and Society in Comparative Context (Sense Publishers, 2015) and Toward Community-Based Learning (Brill Sense, 2020).
Raimo Nevalainen, Ph.Lic. (1995), University of Jyväskylä, is Researcher in the RICEI Project at that university. He has coedited books on teacher education, including Transforming Teachersâ Work Globally (Sense Publishers, 2013) and Reforming Teaching and Teacher Education (Sense Publishers, 2017).
Raimo Nevalainen, Ph.Lic. (1995), University of Jyväskylä, is Researcher in the RICEI Project at that university. He has coedited books on teacher education, including Transforming Teachersâ Work Globally (Sense Publishers, 2013) and Reforming Teaching and Teacher Education (Sense Publishers, 2017).
Preface
1 Introduction
â1 Pedagogical Approaches to Community -Based Learning
â2 Traditions of Educational Aims
â3 Aims and Their Value Dimensions
â4 Continuity and Fundamental Change in Education
â5 Educational Reforms in a Changing Social Context
â6 Dimensions of School Culture
â7 Key Features of the Learning Environments
â8 Society and Education
â9 Historical-Hermeneutic Comparative Education
2 Ideals for Learning in Communities in the United States of America
â1 Philosophical Views
â2 Essentialism and American Educational Reform
â3 Revival of Conservatism in American Education
â4 Community-Based Pedagogical Ideas in the United States
3 Ideals for Learning in Communities in the Republic of India
â1 Philosophical Views
â2 Indian Modernization and Educational Reform
â3 Resistance to Educational Change in India
â4 Community-Based Pedagogical Ideas in India
4 Ideals for Learning in Communities in the Russian Empire
â1 Philosophical Views
â2 Community-Based Pedagogical Ideas in the Russian Empire
5 Ideals for Learning in Communities in the Soviet Union
â1 The Narkompros Years
â2 Joseph Stalin and the Totalitarian System
â3 Nikita Khrushchev and Educational Reform
â4 Leonid Brezhnev and Modernization-Inclined Ideas
â5 Yuri Andropov, Konstantin Chernenko, and the Brezhnevian Policies
â6 Mikhail Gorbachev Reforms with Perestroika and Glasnost
â7 Community-Based Pedagogical Ideas in the Soviet Union
6 Ideals for Learning in Communities in the Russian Federation
â1 Implications under Boris Yeltsin
â2 Implications under Vladimir Putin
â3 Community-Based Pedagogical Ideas in the Russian Federation
7 Ideals for Learning in Communities in the Peopleâs Republic of China
â1 Philosophical Views
â2 Chinese Modernization and Its Educational Reforms
â3 Borrowing Educational Ideas in China
â4 Community-Based Pedagogical Ideas in China
8 Conclusions
â1 Implications of Centralized and Decentralized School Systems
â2 Future Reforms, Challenges, New Pedagogics and Views
Afterword
References
Index
1 Introduction
â1 Pedagogical Approaches to Community -Based Learning
â2 Traditions of Educational Aims
â3 Aims and Their Value Dimensions
â4 Continuity and Fundamental Change in Education
â5 Educational Reforms in a Changing Social Context
â6 Dimensions of School Culture
â7 Key Features of the Learning Environments
â8 Society and Education
â9 Historical-Hermeneutic Comparative Education
2 Ideals for Learning in Communities in the United States of America
â1 Philosophical Views
â2 Essentialism and American Educational Reform
â3 Revival of Conservatism in American Education
â4 Community-Based Pedagogical Ideas in the United States
3 Ideals for Learning in Communities in the Republic of India
â1 Philosophical Views
â2 Indian Modernization and Educational Reform
â3 Resistance to Educational Change in India
â4 Community-Based Pedagogical Ideas in India
4 Ideals for Learning in Communities in the Russian Empire
â1 Philosophical Views
â2 Community-Based Pedagogical Ideas in the Russian Empire
5 Ideals for Learning in Communities in the Soviet Union
â1 The Narkompros Years
â2 Joseph Stalin and the Totalitarian System
â3 Nikita Khrushchev and Educational Reform
â4 Leonid Brezhnev and Modernization-Inclined Ideas
â5 Yuri Andropov, Konstantin Chernenko, and the Brezhnevian Policies
â6 Mikhail Gorbachev Reforms with Perestroika and Glasnost
â7 Community-Based Pedagogical Ideas in the Soviet Union
6 Ideals for Learning in Communities in the Russian Federation
â1 Implications under Boris Yeltsin
â2 Implications under Vladimir Putin
â3 Community-Based Pedagogical Ideas in the Russian Federation
7 Ideals for Learning in Communities in the Peopleâs Republic of China
â1 Philosophical Views
â2 Chinese Modernization and Its Educational Reforms
â3 Borrowing Educational Ideas in China
â4 Community-Based Pedagogical Ideas in China
8 Conclusions
â1 Implications of Centralized and Decentralized School Systems
â2 Future Reforms, Challenges, New Pedagogics and Views
Afterword
References
Index
Anyone interested in the theory and practice of community-based learning, and those concerned with the changes in schoolâcommunity relationships in the U.S.A., India, Russia, and China at different times.