For approximately seventy years, Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan were part of a single educational system under the Soviet Union. Within only a few years of independence, Kyrgyzstan, Tajikistan and Uzbekistan decreased their compulsory education level to grade 9, but Kazakhstan continued to require attendance to grade 11. Data…

Throughout Eurasia, an Islamist social movement is helping Central Asians transition from their communist experience by building schools, offering English-language courses for adults, and consciously supporting a freer public sphere. It is because of both the extreme local conditions and the continuous success of the Turkish schools that…

The article tries to answer two questions: Has the education system of the GDR disappeared without a trace? What role could academics in the field of education from the GDR play after the state of the GDR was dissolved? The policies of the East German states are looked at with respect to the heritage of the GDR education system, and attention is…

After the reestablishment of independence in 1991, Latvia implemented large-scale educational reforms that enabled the transformation of the educational system from Soviet ideology to a democratic society. The critical thinking approach has been purposefully put into practice in the educational system of Latvia since 1998, as it was regarded as an…

There is little discussion in Germany on governance of further education. This is surprising for two reasons--first, that the process of German unification should have sparked such a debate, and second, because it was expected that the current international discussions about governance would also reach a scholarly debate on further education. A…

This paper presents the main developments in education and care for vulnerable groups of children and youth in Slovenia over the past twenty years. It describes the education system and provides an overview of the development of social pedagogy as a discipline and the practice of working with some groups of vulnerable young people. The trends can…

In this article, the author shares a little background on the life of William W. Brickman as his adoptive father. His father's parents immigrated to the United States from Jedwabne, northern Russian Poland around 1908. His father was born on June 30, 1913 in a tenement house located at 200 Eldridge Street on the Lower East Side of Manhattan. His…

This article discusses William W. Brickman's contributions to the field of comparative and international education. Through archival research of Brickman's collection at the Hoover Institution at Stanford University, interviews with his former colleagues, students, and family members, and a content analysis of his publications and the two journals…

In the author's article titled "Forgotten Men, Forgotten Themes: The Historical-Philosophical-Cultural and Liberal Humanist Motif in Comparative Education," he examined critically the comparative education discourse/paradigm--methodological and epistemological--of four doyens of comparative education. Regrettably, the author did not mention…

In this article, the author shares his funny experience of using biblical quotation in Hebrew during a debate which he attributed to be of William Brickman's influence and his first encounter with him. The biblical quotation brings to his mind the most vivid memory he has of Bill Brickman. He used it during a debate he had with a modern-day…

In this previously unpublished essay, William W. Brickman complicates the traditional conception of the historical foundations of comparative education--that is, the role of Marc-Antoine Julian as a "father figure." The article examines influences on Julian (by Cesar-Auguste Basset's influential publications, for example) and discusses the methods…

This article discusses William W. Brickman's historical scholarship on the international circulation of educational ideas and practices by examining the ways Brickman wrote about John Dewey and his international significance as an educational thinker and reformer. The authors argue that Brickman's scholarship was rooted in an "educational…

This essay by William W. Brickman was first presented at the College English Association Institute for Liberal Education and Industry on April 5, 1955, and published a year later in Educational Theory (vol. 6, no. 4). The essay outlines Brickman's conception of what it takes to become a "quality teacher," a good teacher. He argues that the teacher…

In this article, the author shares her encounter and relationship with William Brickman as her master teacher. William Brickman was her professor, her dissertation advisor, her mentor, and her friend. Her pursuit of a Ph.D. in late middle age may have seemed strange to friends, family, and some of her professors, but not to Brickman. She enrolled…

In this article, the author talks about his encounter with Brickman and the things he admired of him as his teacher. The author had the good fortune of having two great teachers over a twenty-three-year period of formal education, one at each end of the educational spectrum. The first was the Reverend Vincent Eaton, his English teacher during the…