Characteristics and Innovations in American Education of Relevance for Indian Education.

Autor/in	Stambler, Moses
Titel	Characteristics and Innovations in American Education of Relevance for Indian Education.
Quelle	(1974), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Involvement; Comparative Education; Cross Cultural Studies; Decentralization; Decision Making; Democracy; Developing Nations; Educational Change; Educational History; Educational Innovation; Educational Problems; Humanistic Education; Labor Utilization; Open Education; Process Education; India + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Decentralisation; Dezentralisierung; Decision-making; Entscheidungsfindung; Demokratie; Developing country; Developing countries; Entwicklungsland; Bildungsreform; History of education; Bildungsgeschichte; Instructional innovation; Bildungsinnovation; Humanistische Bildung; Offene Erziehung; Offener Unterricht; Indien
Abstract	American responses to educational problems faced around the globe can serve as models for developing nations. The following characteristics of American education with particular relevance for education in developing nations have been organized as inputs, structures and strategies, and outputs. Inputs to the system of American education, defined in an historical context, include sociocultural pragmatism vs. long-range planning; centralization vs. decentralization; and democratic vs. elite education. Innovative structures and strategies provide the following: (1) new ways of perceiving the educational process, for instance the accountability movement; (2) new housing for education, such as open classrooms; (3) new values--humanistic vs. manpower; (4) expanded participation in the educational decision-making process by students, professionals, parents, and other interest groups; (5) variety in instructional level organization, including the nongraded approach; (6) learning how to learn; and (7) examination of the process of educational change itself. The output of American education is no longer being absorbed by the society. More emphasis on humanistic programs could counteract this situation. Human experience with educational problems should be incorporated into a world information pool on education strategies. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC