...Cultural Action for Freedom Paulo Freire Introduction I think it is important—for my own sake as well as the reader’s—that we try, at the very outset, to clarify some points fundamental to the general understanding of my ideas on education as cultural action for freedom. This is all the more important since one of the basic aims of this work, where the process of adult literacy is discussed, is to show that if our option is for man, education is cultural action for freedom and therefore an act of knowing and not of memorization. This act can never be accounted for in its complex totality by a mechanistic theory, for such a theory does not perceive education in general and adult literacy in particular as an act of knowing. Instead, it reduces the practice of education to a complex of techniques, naively considered to be neutral, by means of which the educational process is standardized in a sterile and bureaucratic operation. This is not a gratuitous assertion. We will later clarify the radical distinction between knowing and memorizing and the reasons why we attach such importance to the adult literacy process. But first, some words about the socio-historical conditioning of the thinking presented here, as well as an explanation of the necessity for critical reflection on such conditioning. From a non-dualistic viewpoint, thought and language, constituting a whole, always refer to the reality of the thinking subject. Authentic thought-language is generated...
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...CASE: E308 DATE: 02/14/08 ENDEAVOR Endeavor was formed for the purpose of promoting entrepreneurs in emerging markets, beginning in Latin America. Its basic model is to link up small and midsize businesses with seasoned entrepreneurs so that little guys and gals can get the advice and contacts they need to grow their companies into bigger businesses that can employ more people—the best antipoverty program of all. —Thomas L. Friedman, from his book, The World is Flat (version 3.0) It was July 2007, and Linda Rottenberg, cofounder and CEO of Endeavor—a nonprofit dedicated to transforming the economies of emerging markets by identifying and supporting high-impact entrepreneurs—was preparing for a quarterly meeting with the global board of directors. She leafed through a copy of the 2007 Impact Report, checking over the newly published figures one more time. In its 10-year history, Endeavor had selected 272 promising entrepreneurs in eight countries, after screening 15,500 candidates, and then helped them develop and grow their businesses through ongoing mentorship and guidance. Rottenberg was proud of the organization’s accomplishments, but she also knew there was no time for complacency. With aggressive goals for international expansion, the board would definitely want to hear an update on Rottenberg’s growth strategy. The directors had also asked to discuss the recent surge in corporate partnership opportunities and long-term plans for funding Endeavor’s...
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...Social Change and Modernity Edited By Hans Haferkamp and Neil J. Smelser UNIVERSITY OF CALIFORNIA PRESS Berkeley Los Angeles Oxford © 1992 The Regents of the University of California INTRODUCTION Hans Haferkamp and Neil J. Smelser Haferkamp is grateful to Angelika Schade for her fruitful comments and her helpful assistance in editing this volume and to Geoff Hunter for translating the first German version of parts of the Introduction; Smelser has profited from the research assistance and critical analyses given by Joppke. 1. Social Change and Modernity Those who organized the conference on which this volume is based—including the editors— decided to use the terms "social change" and "modernity" as the organizing concepts for this project. Because these terms enjoy wide usage in contemporary sociology and are general and inclusive, they seem preferable to more specific terms such as "evolution" "progress," "differentiation," or even "development," many of which evoke more specific mechanisms, processes, and directions of change. Likewise, we have excluded historically specific terms such as "late capitalism" and "industrial society" even though these concepts figure prominently in many of the contributions to this volume. The conference strategy called for a general statement of a metaframework for the study of social change within which a variety of more specific theories could be identified. 2. Theories of Social Change Change is such an evident feature of...
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...Acknowledgments ix Acknowledgments This book owes a great deal to the mental energy of several generations of scholars. As an undergraduate at the University of Cape Town, Francis Wilson made me aware of the importance of migrant labour and Robin Hallett inspired me, and a generation of students, to study the African past. At the School of Oriental and African Studies in London I was fortunate enough to have David Birmingham as a thesis supervisor. I hope that some of his knowledge and understanding of Lusophone Africa has found its way into this book. I owe an equal debt to Shula Marks who, over the years, has provided me with criticism and inspiration. In the United States I learnt a great deal from ]eanne Penvenne, Marcia Wright and, especially, Leroy Vail. In Switzerland I benefitted from the friendship and assistance of Laurent Monier of the IUED in Geneva, Francois Iecquier of the University of Lausanne and Mariette Ouwerhand of the dépurtement évangélrlyue (the former Swiss Mission). In South Africa, Patricia Davison of the South African Museum introduced me to material culture and made me aware of the richness of difference; the late Monica Wilson taught me the fundamentals of anthropology and Andrew Spiegel and Robert Thornton struggled to keep me abreast of changes in the discipline; Sue Newton-King and Nigel Penn brought shafts of light from the eighteenthcentury to bear on early industrialism. Charles van Onselen laid a major part of the intellectual foundations on...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London W1F 7LS Tel 020 7297 9098 Fax 020 7297 9190 sfaraday@LSDA.org.uk Copyedited by Helen Lund Designed by sans+baum Printed by Cromwell Press Ltd Trowbridge, Wiltshire 1543/06/04/500 ISBN 1 85338 918 8...
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...ON AFRICA 1.1. What is Development 1.2. Development and Economic Growth 1.3. Schools of Development Thought and their Influence in Africa 1.3.1. The Modernization School and its Essential Claims 1.3.1.1. Growth Theory under Economic Liberalism 1.3.1.2. Evolutionary Theory 1.3.1.3. Functionalist Theory 1.3.1.4. Common Assumptions and Methodology 1.3.1.5 The Influence of Modernization on Development Practice in Africa 1.3.1.6. Critique of Modernization 1.3.2 Dependency Theory and its Essential Claims 21 21 25 27 27 28 29 30 32 34 36 39 i 1.3.3. The Theoretical Heritage of Dependency Theory 1.3.3.1. Structuralist Economics and the ‘Prebisch Thesis’ 1.3.3.2. Marxism 1.3.4. Common Assumptions of Dependency Theory 1.3.5. Criticisms of Dependency Theory 1.3.6. The Influence of Dependency Theory on African Development Practice 1.3.6.1. Nkrumah’s Communalism and Development Preoccupations 1.3.6.2. Nyerere’s Ujamaa 1.4. The Neo-Liberal Perspective and its Basic Claims 1.4.1. Theoretical Heritage and Context 1.4.2. Shared Assumptions 1.4.3. Influence on African Development Plans and Practices 1.4.3.1. Common Approaches to Africa’s Development 1.4.3.2. The Lagos Plan of Action 1.4.3.3. Structural Adjustment...
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...China The first one is the economy. China's economy has been typically the best-performing economy or among the best-performing economies in the world since 1979 when reforms began, averaging about 7 percent growth. One note of concern, though, is that those conditions that allowed that 7 percent growth are not likely to be prevalent in the years to come, because for over 30 years, China has relied extensively on lower wage rates and export-driven growth. But wage rates have been bid up, as happens; the Chinese are victims of their own success, you could say. And secondly, the rest of the countries in the world are not going through high rates of growth, and they’re not going to be importing the way they had been historically. So, that formula isn’t going to be as successful going forward as it has been. China needs to shift away from an export-driven economy to more of a consumption model. It needs to be mindful about funding its state-owned enterprises, about subsidizing state-owned companies. It needs to lessen its reliance on low-end manufacturing and move up the value chain. By the way, these aren’t my observations; these are observations by Chinese leadership. If you follow any Chinese leader’s speech on China’s economic transformation, these are the points he’ll make. We would call that market rationalism or just normal evolution as a country rises to middle-income status. But there are also some countervailing impulses. There’s a strong streak of economic nationalism;...
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...Lecture Notes in Computer Science Commenced Publication in 1973 Founding and Former Series Editors: Gerhard Goos, Juris Hartmanis, and Jan van Leeuwen 6336 Editorial Board David Hutchison Lancaster University, UK Takeo Kanade Carnegie Mellon University, Pittsburgh, PA, USA Josef Kittler University of Surrey, Guildford, UK Jon M. Kleinberg Cornell University, Ithaca, NY, USA Alfred Kobsa University of California, Irvine, CA, USA Friedemann Mattern ETH Zurich, Switzerland John C. Mitchell Stanford University, CA, USA Moni Naor Weizmann Institute of Science, Rehovot, Israel Oscar Nierstrasz University of Bern, Switzerland C. Pandu Rangan Indian Institute of Technology, Madras, India Bernhard Steffen TU Dortmund University, Germany Madhu Sudan Microsoft Research, Cambridge, MA, USA Demetri Terzopoulos University of California, Los Angeles, CA, USA Doug Tygar University of California, Berkeley, CA, USA Gerhard Weikum Max Planck Institute for Informatics, Saarbruecken, Germany Richard Hull Jan Mendling Stefan Tai (Eds.) Business Process Management 8th International Conference, BPM 2010 Hoboken, NJ, USA, September 13-16, 2010 Proceedings 13 Volume Editors Richard Hull IBM Research, Thomas J. Watson Research Center 19 Skyline Drive, Hawthorne, NY 10532, USA E-mail: hull@us.ibm.com Jan Mendling Humboldt-Universität zu Berlin, Institut für Wirtschaftsinformatik Unter den Linden 6, 10099 Berlin, Germany E-mail: contact@mendling.com Stefan Tai Karlsruhe Institute of...
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