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International education --- Acculturation --- Global method of teaching --- Global learning --- Globalism (Education) --- Education, Elementary --- Teaching --- Culture contact --- Development education --- Civilization --- Culture --- Ethnology --- Assimilation (Sociology) --- Cultural fusion --- Acculturation. --- Global method of teaching. --- International education. --- Global education --- Education --- Intellectual cooperation --- Internationalism --- Culture contact (Acculturation)

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The World Council of Comparative Education Societies (WCCES) was established in 1970 as an umbrella body which brought together five national and regional comparative education societies. Over the decades it greatly expanded, and now embraces three dozen societies. This book presents histories of the WCCES and its member societies. It shows ways in which the field has changed over the decades, and the forces which have shaped it in different parts of the world. The book demonstrates that while comparative education can be seen as a single global field, it has different characteristics in different countries and cultures. In this sense, the book presents a comparison of comparisons.

Comparative education. --- Educational change. --- World Council of Comparative Education Societies --- History. --- WCCES --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Education, Comparative --- Education --- History --- International and Comparative Education. --- History, general. --- Sociology of Education. --- Sociology, general. --- Annals --- Auxiliary sciences of history --- International education . --- Educational sociology. --- Sociology. --- Social theory --- Social sciences --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives

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Wisdom is valued as an ideal aim of personal development around the world. But we rarely see how wisdom is understood in different religious and philosophical traditions and different scientific disciplines, and more particularly how wisdom is taught. The emphasis of the book is on whether wisdom can be taught, not on what wisdom is, making it both more practical and more personally engaging. More specifically, it considers how people at different times and places have engaged the age-old question of how (or whether) we can learn to live a good life, and what that life is like. The chapters in this book area welcome introduction to this vast field from a variety of different perspectives. Chapters consider Greek and Confucian philosophy, Christian, Islamic and Buddhist religion, African tradition, as well as contemporary scientific approaches to the study of wisdom. Authors of each chapter are leading scholars in their respective fields, and representing a range of disciplines including philosophy, psychology, anthropology, and religion. Chapters are written to be accessible to a broad audience, not specialists. The book hopes to open a dialogue between experts in various fields about the complex and fascinating topic of wisdom and how it is understood, both historically and personally as a transformative force within people’s lives.

Wisdom. --- Philosophy. --- Epistemology. --- Philosophy and social sciences. --- Philosophy of mind. --- International education. --- Comparative education. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Educational psychology. --- Sociology of Education. --- Philosophy of Education. --- International and Comparative Education. --- Pedagogic Psychology. --- Philosophy of Mind. --- Experience --- Intellect --- Learning and scholarship --- Reason --- Genetic epistemology. --- Education --- Psychology. --- Mind, Philosophy of --- Mind, Theory of --- Theory of mind --- Philosophy --- Cognitive science --- Metaphysics --- Philosophical anthropology --- Psychology, Educational --- Psychology --- Child psychology --- Developmental psychology --- Knowledge, Theory of --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Social sciences and philosophy --- Social sciences --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Epistemology --- Theory of knowledge --- History --- Aims and objectives

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The book critically examines the overall interplay between globalisation, social inequality and education. It draws upon recent studies in the areas of globalisation, educational inequalities and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, social stratification and education. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to the newly constructed and re-invented models of neo-liberal ideology in education, set against the current climate of growing social stratification and unequal access to quality education for all. The book, constructed against this pervasive anti-dialogical backdrop, aims to widen, deepen, and in some cases open, discourse related to globalisation, and new dimensions of social inequality in the global culture. It is presented around three particular dimensions: hegemony, equity, and cultural capital, as these continue to be most significant dimensions defining social inequality in the global culture. The book explores the ambivalent and problematic relationship between the State, globalisation and social change. Using a number of diverse paradigms, ranging from critical theory to globalisation, the authors, by focusing on globalisation, ideology and social inequality, attempt to examine critically both the reasons and outcomes of education reforms, policy change and transformation and provide a more informed critique on the Western-driven models of accountability, quality and school effectiveness. The book draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. It examines the overall interplay between globalisation, ideology and social inequality in education.

Educational equalization. --- Education and globalization. --- Comparative education. --- Education and state. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Government policy --- History --- Globalization and education --- Globalization --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Affirmative action programs in education --- Aims and objectives --- Curriculum planning. --- International and Comparative Education. --- Curriculum Studies. --- Educational Policy and Politics. --- Sociology of Education. --- Teaching and Teacher Education. --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- International education . --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Educational sociology. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Global education --- Intellectual cooperation --- Internationalism

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This book critically examines equality, equity and democracy in education, globally as well as from various perspectives. Globally, there are increasing arguments both for the democratization of education and for the use of education to promote a democratic society. It is argued that democratic schools would better prepare for active citizenship and for a strong civil society which are seen to be the foundation of a democratic state. The book further argues that while there are inspiring examples of schools that engage in peace education or emancipatory pedagogy that work across various ethnic or religious divides, on balance, the forms, structures, ideologies and purposes of formal education interact to make national and international conflict more likely. Drawing upon recent studies in the areas of equity, access and democracy in education, this volume examines the overall interplay between globalisation, democracy and outcomes in education.

Critical pedagogy. --- Educational equalization. --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Education --- Affirmative action programs in education --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Popular education --- Transformative learning --- Aims and objectives --- Curriculum planning. --- International and Comparative Education. --- Curriculum Studies. --- Educational Policy and Politics. --- Sociology of Education. --- Teaching and Teacher Education. --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- International education . --- Comparative education. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Education and state. --- Educational sociology. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Government policy --- History