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Miller, Ron – SKOLE: The Journal of Alternative Education, 1997
A comparison of the philosophies and pedagogies of Waldorf and Montessori schools points out that no single educational perspective can encompass all possibilities of human growth. Educators should attend to the "seed qualities" of alternative educational philosophies rather than their dogmas. A caring relationship between teachers and students is…
Descriptors: Classroom Environment, Educational Philosophy, Elementary Secondary Education, Free Schools
Fusch, Gene E. – 1995
A review of human investment in education considers the pivotal human capital theory in relation to complementary, replacement, and opposing hypotheses and the interrelationship of workers, education, and workplace production. Analysis of definitions of human capital concludes that it is the marketable value of an individual that additional…
Descriptors: Adult Education, Educational Economics, Educational Objectives, Human Capital
Edwards, Richard; Cervero, Ron; Clarke, Julia; Morgan-Klein, Brenda; Usher, Robin; Wilson, Arthur – 2002
Recent empirical and theoretical literature in cultural geography, feminist and postcolonial philosophy, cultural studies, and political economy, was explored in an examination of the significance of spatiality to the changes taking place in the policy, practice, and study of adult education and lifelong learning. The following were among the key…
Descriptors: Adjustment (to Environment), Adult Education, Adult Educators, Adult Learning
Leong, Yip Kai – 1997
The Malaysian government has adopted the creation of a fully developed economy by the year 2020 as a principal goal, emphasizing that the development should be economic, political, social, spiritual, psychological, and cultural. In order to develop the necessary human resource base to reach this goal, the country must strengthen the teaching of…
Descriptors: Economic Development, Educational Change, Educational Improvement, Educational Philosophy
Raiola, Ed – 1995
The ideas and practices of two philosopher-educators and their implications for experiential education are surveyed. Earl Kelley holds that learning is not a matter of acquisition and acceptance, but a result of process and subject to continuous modification. He maintains that the educational system disregards and impedes the learner's purpose. He…
Descriptors: Cognitive Processes, Educational Philosophy, Experiential Learning, Intellectual Development