Development Education as a Key to the Understanding of Social Processes and Problems.

Autor/in	Burns, Robin
Titel	Development Education as a Key to the Understanding of Social Processes and Problems.
Quelle	(1978), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Definitions; Developed Nations; Developing Nations; Development; Educational Development; Educational Objectives; Educational Principles; Futures (of Society); Global Approach; Modernization; Nontraditional Education; School Role; Social Change; World Problems + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Entwicklung; Bildungsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; Future; Society; Zukunft; Globales Denken; Modernisierung; Non-traditional education; Alternative Erziehung; Sozialer Wandel; Weltproblem
Abstract	Development education, a new and changing concept, reflects emerging thinking about the processes of developing nations as well as about education. In contrast to international, global, or multicultural education, development education is concerned with broad analysis of international and national political and economic processes which impede development. The need to educate people about world problems results from the widespread questioning about the future of the world. There must be a will to solve global problems, especially on the part of peoples who have greater power and command of resources. Development education, then, is an approach based on an active, participatory concept of the individual's role in society and social change. The content of development education involves the examination of processes, both historically and currently, which affect the development of the individual, the group, society, and the world. It is also concerned with the way in which individuals learn about development and has been initiated in a supra-national, informal organizational context. The content, the structure and methods, and the teacher as both individual and educator are vital to strengthening the relationship between the educational system and particular socioeconomic, political, and epistemological systems. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC