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This book aims to systematically tackle the most severe crisis to ever beset Western education systems, which stems from the growing clash between the Platonic-modern civilization—still very much at the core of prevailing education systems—and the postmodern civilization which has become dominant in Western societies in the last generations. The book counters this crisis by radically and systematically rethinking education for postmodern democracies, beginning by comprehensively analyzing the main features of current postmodern "storms" along with their engulfing socio-cultural and educational implications, and proceeding to offer a theoretical and practical blueprint designed to harness these storms for optimally realizing the basic Humanistic values that should guide education in liberal democracies: personal autonomy, morality and dialogical belonging.

Education --- Educational change. --- Aims and objectives.

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The Meaning of Learning and Knowing, co-authored by Erik Jan van Rossum and Rebecca Hamer, brings together empirical studies on epistemology, student thinking, teacher thinking, educational policy and staff development forging a solid and practical foundation for educational innovation. Since the 1980s they developed and published about a six-stage developmental model describing the qualitatively different ways students and teachers view learning and good teaching. A model with far reaching consequences for education, educational innovation and democratic society. Their comprehensive review of research from many disciplines underpins the empirical evidence of over 650 students and teachers. Each of the six worldviews results in a unique way of meaning making. These six Ways of Knowing, or Orders of Consciousness, are characterised by increasing complexity of thinking, with fourth level thinking—or self-authorship—representing the most common espoused goal of higher education. Ample evidence is presented that higher education is not attaining its own espoused goals. One explanation may be that many teachers in higher education have not themselves reached the minimum required way of knowing, preventing them from constructing a developmental path for their students. Van Rossum and Hamer’s epistemological model provides clear signposts on the developmental education highway and has proven its worth as an instrument for curriculum design, measurement of epistemological development and as a tool for staff development.

Education, Higher --- Knowledge, Theory of. --- Aims and objectives.

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Nature study --- Education, Humanistic --- Education --- Nature study --- Aims and objectives

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The public library is the prime community access point designed to respond to a multitude of ever-changing information needs. These guidelines are framed to provide assistance to library and information professionals in most situations. They assist to better develop effective services, relevant collections, and accessible formats within the context and requirements of the local community. In this exciting and complex information world it is important for professionals in search of knowledge, information and creative experience to succeed. This is the 2nd edition of The Public Library Service IFLA/UNESCO Guidelines for Development.

Public libraries -- Administration. --- Public libraries -- Aims and objectives. --- Public libraries -- Standards. --- Public libraries. --- Public libraries --- Social Sciences --- Education --- Library & Information Science --- Book Studies & Arts --- Standards --- Administration --- Aims and objectives --- Standards. --- Administration. --- Aims and objectives. --- County libraries --- Libraries, County --- Libraries --- Public libraries - Standards. --- Public libraries - Administration. --- Public libraries - Aims and objectives.

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Education --- Educational change. --- Enseignement --- Aims and objectives. --- Finalités --- Réforme