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020 |a9789401024181|9978-94-010-2418-1
024 7 |a10.1007/978-94-010-2418-1|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1050.9-1091
072 7|aJNC|2bicssc
072 7|aEDU009000|2bisacsh
072 7|aJNC|2thema
082 04|a370.15|223
090 |aDK/14299
100 1 |aReuchlin, M.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aIndividual Orientation in Education|h[electronic resource] /|cby M. Reuchlin.
250 |a1st ed. 1972.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1972.
300 |aXI, 76 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aPlan Europe 2000, Project 1: Educating Man for the 21st Century ;|v2
505 0 |aI. The Accumulation of Scientific and Technical Knowledge -- II. Technological and Economic Development and Change -- III. The Evolution of Some Sociological and Biological Factors Determining Individual Orientation -- IV. Resources and Aims of Education in the Future -- V. A Summary of Future Trends in Educational Orientation -- Biographical Notes.
520 |aWhen considering future trends in educational and vocational orientation we must constantly bear in mind, in as concrete a way as possible, that schools form an integral part of society as a whole. To point out that education and society are inseparable concepts has of course become almost a ritual statement in the majority of studies of future developments in education. All too often however "society" becomes an allegorical figure to which characteristics can be attributed varying with the tradition of thought adhered to by each writer. This figure is given a part to play in the plot which we are trying to unravel, but it remains allegorical. The theatre is furthermore closed to the public. Teachers and taught, pedagogic experts and philosophers of education, are alone together and share the functions of author, actors, producer, audience, and critics. To seek a better future for education is to try to improve the quality of a performance given in camera, to give each character a role which is most satisfying to the mind and above all to the emotions and in which the most noble sentiments can be expressed in the cause of the highest ideals. The theatri­ cal and gratuitous nature of university life, and lyrical statements about the future of the universities, were characteristic aspects of traditional frameworks.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducational psychology.
650 14|aEducational Psychology.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789024715077
776 08|iPrinted edition:|z9789401024198
830 0|aPlan Europe 2000, Project 1: Educating Man for the 21st Century ;|v2
856 40|uhttps://doi.org/10.1007/978-94-010-2418-1
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)