On Cognition and Social Change: A Report from a Pilot Study Regarding the Effect of Schooling on Cognitive Growth and Attitudes towards Social Change in Pakistan, Reports from the Institute of Education, University of Goteborg, No. 57.

Autor/inn/en	Sandgren, Bjorn; Asberg, Rodney
Institution	Gothenburg Univ. (Sweden). Inst. of Education.
Titel	On Cognition and Social Change: A Report from a Pilot Study Regarding the Effect of Schooling on Cognitive Growth and Attitudes towards Social Change in Pakistan, Reports from the Institute of Education, University of Goteborg, No. 57.
Quelle	(1976), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anthropology; Cognitive Development; Comparative Education; Concept Formation; Cultural Influences; Data Analysis; Educational Background; Elementary Secondary Education; Foreign Culture; Knowledge Level; Learning Processes; Non Western Civilization; Social Change; Social Structure; Socialization; Sociocultural Patterns; Socioeconomic Influences; Surveys; Values; Pakistan + Suchen Sie Ihr Suchwort? Anthropologie; Kognitive Entwicklung; Vergleichende Erziehungswissenschaft; Concept learning; Begriffsbildung; Cultural influence; Kultureinfluss; Auswertung; Vorbildung; Fremdes; Wissensbasis; Learning process; Lernprozess; Sozialer Wandel; Sozialstruktur; Socialisation; Sozialisation; Soziokulturelle Theorie; Sozioökonomischer Faktor; Survey; Umfrage; Befragung; Wertbegriff
Abstract	Investigation of the influence of schooling on cognitive development and its resulting attitudes toward social change in Pakistan provides insight on national development. Pakistan's rural geography, well developed class system, legacy of colonial rule, and strong family and religious traditions make it a particularly good subject for development research. Researchers, however, are often guilty of imposing a Western point of view of non-Western societies by combining myth and wishful thinking with valid observations of and knowledge about developing nations. The research project is based upon the hypothesis that education and training are the keys to progress and development in rural areas. A value free test and interview instruments were used to measure the effect of schooling on 100 Pakistani adults, 80 out-of-school children, and 114 school children. Three tests (multiple ordering, similarity, and learning and ordering) were administered to the groups to measure the cognitive aspects of their problem-solving abilities. Interviews concerning attitudes towards change and belief orientation followed the tests. Findings showed that response patterns vary by education and literacy more than by age; schooling has a noticeable effect on cognitive growth but not on social behavior; and additional schooling prompts individuals to suggest socioeconomic reform. References and survey tabulations are included. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC