ERIC Number: ED102154
Record Type: RIE
Publication Date: 1975-Feb-26
Reference Count: 0
Education and Development; Avoiding the Pitfalls: Scene from the Bottom.
Van Orman, Jan R.
The achievement of development goals in education (as well as other fields) has not been particularly successful. Among the basic premises which implicitly define education and the association between education and development, the following three stand out as being particularly misguiding: (a) the view of education as a system, (b) the belief that the burgeoning demand for jobs and privileges for which education is prerequiaite can be met only by offering more education, and (c) the belief that educational planning and administration can provide solutions to problems of educational inequity, inefficiency, and irrelevance. These premises have been promoted by the popularity of educational planning, which has not provided satisfactory solutions to the ever-widening development dilemma. Because of this, educators are turning to the study of educational innovation--to a functional rather than structural view of education. Some of the most expressive, yet least understood innovations are those occurring at the grass-roots level. These innovations usually promote goals outside the dominant system and seek a different form of education and society. The way in which development and education are viewed in grass-roots social change in Brazil is of particular interest. To the peasant or slum dweller, development is a concrete notion, not an abstract model. The term "education" in Brazil places the ultimate value upon human dignity, suggesting that development must be defined as an interaction between individuals and society. (PB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: A discussion piece for the conference on Education and Development: Reappraised, Comparative and International Education Society (Chicago, Illinois, February 26, 1975)